Digital Literacy and Learner Autonomy in Mobile-Assisted English Language Learning among University Students

Abstract

Mobile-assisted English language learning has expanded opportunities for university students to access learning resources, communicate through digital platforms, and manage learning beyond formal classroom settings. The effectiveness of such learning environments is closely associated with students’ digital literacy and their capacity to regulate learning independently. This study examined the level of digital literacy and learner autonomy, investigated the relationship between the two constructs, and identified the dimensions of digital literacy that significantly predicted learner autonomy among university students engaged in mobile-assisted English language learning. A quantitative correlational design was employed with 220 university students who regularly used smartphones and mobile applications for English learning. Data were collected using structured questionnaires measuring information and data literacy, communication, digital content creation, digital safety, problem solving, goal setting, learning planning, self-monitoring, self-evaluation, and independent decision-making. Descriptive statistics, Pearson product-moment correlation, and multiple linear regression were used for data analysis. The findings indicated high levels of digital literacy (M = 3.65, SD = 0.33) and learner autonomy (M = 3.60, SD = 0.36). Digital literacy was positively and significantly associated with learner autonomy (r = .537, p < .001). The regression model was significant, explaining 29.8% of the variance in learner autonomy. Communication, information and data literacy, and digital content creation significantly predicted learner autonomy. The findings highlight the importance of integrating digital competence development with autonomous English learning practices in mobile-assisted language education.