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<p>With the rise of new technologies, English as a foreign language (EFL) learners need digital literacy. However, few studies explore its predictors and connections to learning experience, achievement goals (mastery, performance-approach, and performance-avoidance goals), flow, and emotions (FLE, boredom and technology anxiety) in ChatGPT-assisted informal digital learning of English (IDLE) contexts. This study, based on a sample of 876 EFL learners aged 18–24, aims to address these gaps. The methodology used multiple linear regression and psychological network analysis to explore variable relationships. The findings reveal that digital literacy is most influenced by performance-avoidance goals (β = 0.15, <i>p</i> &lt; 0.001), FLE (β = 0.18, <i>p</i> &lt; 0.001), and flow (β = 0.21, <i>p</i> &lt; 0.001). Lesser influences include learning experience (β = 0.09, <i>p</i> &lt; 0.05), mastery goals (β = 0.10, <i>p</i> &lt; 0.01), and technology anxiety (β =-0.09, <i>p</i> &lt; 0.01). Strong relationships were found between technology anxiety and boredom (0.43), and between mastery and performance-avoidance goals (0.41). Achievement goals are central, while digital literacy and boredom exhibit the lowest centrality. This study provides a framework for understanding the interaction between learning experience, achievement goals, flow, emotions, and digital literacy in ChatGPT-assisted IDLE contexts, offering valuable insights for future research and educational practice.</p>

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Modelling the predictors of digital literacy and their complex interplay in ChatGPT-assisted informal digital learning of english through psychological network analysis

  • 期刊论文

  • 发表日期：

    2026年2月17日

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  • Yu Cui,
  • Yaru Meng,
  • Lingjie Tang,
  • Xiaowei Zhang,
  • Lingjing Kong

摘要

With the rise of new technologies, English as a foreign language (EFL) learners need digital literacy. However, few studies explore its predictors and connections to learning experience, achievement goals (mastery, performance-approach, and performance-avoidance goals), flow, and emotions (FLE, boredom and technology anxiety) in ChatGPT-assisted informal digital learning of English (IDLE) contexts. This study, based on a sample of 876 EFL learners aged 18–24, aims to address these gaps. The methodology used multiple linear regression and psychological network analysis to explore variable relationships. The findings reveal that digital literacy is most influenced by performance-avoidance goals (β = 0.15, p < 0.001), FLE (β = 0.18, p < 0.001), and flow (β = 0.21, p < 0.001). Lesser influences include learning experience (β = 0.09, p < 0.05), mastery goals (β = 0.10, p < 0.01), and technology anxiety (β =-0.09, p < 0.01). Strong relationships were found between technology anxiety and boredom (0.43), and between mastery and performance-avoidance goals (0.41). Achievement goals are central, while digital literacy and boredom exhibit the lowest centrality. This study provides a framework for understanding the interaction between learning experience, achievement goals, flow, emotions, and digital literacy in ChatGPT-assisted IDLE contexts, offering valuable insights for future research and educational practice.