On the Educational Theory and Application of Mobile-assisted Language Learning and Independent Learning in College English Teaching

Abstract

Globally, educational psychology and theory have advanced the knowledge of various ways college students learn and retain information. Low academic performance in college education is directly attributed to learning disabilities. Using the underlying mechanism of mobile-assisted language learning, the present study explored how self-monitoring impacted self-management, as well as beliefs about language learning skills. The present study hypothesized that college students' beliefs about the problems associated with mobile phones to learn a language serve as a moderator in the relationship between self-management and beliefs about how their language skills are improving. Furthermore, this study investigated the role of self-management as a mediator in the relationship between self-monitoring and beliefs about mobile-assisted language skills. The data was gathered from 329 college students in the Chinese city of Shanghai. The PLS-based SEM results highlighted a direct relationship between self-monitoring and self-management, during mobile-assisted language learning in college English teaching. The findings also confirmed the underlying role of college students' beliefs on the issues associated with using mobile phones to learn a second language. Importantly, the findings highlighted the implications of the widely expanding mobile-assisted language learning in the education industry.