Examining the Factors Affecting Learning Engagement in Self-Directed Learning Using Mobile Technology in Higher Education

Abstract

In language learning, university students are increasingly
adopting out-of-class self-directed learning using mobile
technology. As there is no teacher involved, students’
learning engagement is an essential indicator for effective
and successful self-directed learning. This study examined
how university students’ three dimensions of learning
engagement were influenced by their self-efficacy,
self-regulation skills, perceived usefulness and teachers
support in self-directed language learning using mobile
technology. The participants included 325 language students
in different disciplines attending Chinese universities.
Multiple regression analysis was conducted to analyze these
data. The results revealed that cognitive engagement was
affected by self-regulation skills, self-efficacy and
perceived usefulness. Behavioral engagement was related to
teacher support and self-regulation skills. Emotional
engagement was predicted by self-regulation skills,
self-efficacy and perceived usefulness.