Impact of digital literacy on college students' English proficiency: The mediating role of learning motivation and the moderating effect of technological self-efficacy
Ying Zhang
Abstract
This quantitative study explores the impact of digital literacy on English proficiency among college students in China, focusing on the mediating role of learning motivation and the moderating effect of technological self-efficacy. A total of 250 undergraduate students participated in a structured questionnaire, and the data were analyzed using SPSS 27, employing regression and correlation techniques. The findings demonstrate a significant relationship between elevated digital literacy levels and enhanced English proficiency (β = 0.32, p < 0.001). The relationship is mediated by learning motivation (indirect effect = 0.20, 99 %, and technological self-efficacy serves to enhance the connection between digital literacy and proficiency (interaction term β = 0.118, p = 0.003). The results highlight the critical need to cultivate digital competencies alongside motivational encouragement to improve language learning results in environments that utilize digital tools. This study contributes to the literature on digital literacy and language learning, offering insights into how these constructs interact in non-native English-speaking contexts. The findings have practical implications for educators and curriculum designers, promoting the integration of digital competencies into language education.