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Construction of a Dynamic Improvement Model of English Autonomous Learning Ability: Digital Literacy Oriented
Abstract
This study constructs and verifies a dynamic model of improving English learners' autonomous learning ability under the guidance of digital literacy, aiming at revealing the internal mechanism of the two. Based on the perspective of social cognitive theory and complex dynamic system, through a 21-week follow-up survey of 398 college students, it is found that digital literacy has a significant positive predictive effect on autonomous learning ability (β = 0.43, p < 0.001), and dual mediation is realized through self-efficacy and metacognitive strategies, and there is a chain mediation path. The ability improvement of the high digital literacy group is significantly better than that of the low literacy group, and there is a critical threshold effect in the ability of “tool integration”. Research shows that digital literacy is a key condition for the development of autonomous learning ability, and its value lies in reconstructing the learning ecology rather than the application of tools.
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