Individual Differences, Mobile-assisted Language Learning and EFL Learning Adaptability among Chinese Undergraduates

Aims: This research aimed to examine the link between Chinese undergraduates' mobile-assisted English learning, English learning adaptability, individual differences, and self-management learning. Study Design: Guided by Social Cognitive Theory (SCT) and Self-Determination Theory (SDT), this research examined the link between Chinese undergraduates’ mobile-assisted English learning, learning adaptability, individual differences (e.g., intrinsic value), and self-management learning. A cross-sectional study design was employed, utilizing an online questionnaire to collect data from a sample of Chinese undergraduates. Methodology: An online questionnaire was administered to 415 students. The collected data were then analyzed using SPSS and AMOS software. Results: There was a positive correlation among intrinsic value, self-management learning, mobile-assisted language learning, and learning adaptability. Intrinsic value had both direct and indirect positive influences on learning adaptability. Self-management learning and mobile-assisted language learning partially mediated this relationship. There were differences in intrinsic value, self-management learning, mobile-assisted language learning, and learning adaptability based on gender, academic year, or disciplinary differences. Specifically, female learners had higher intrinsic value and performed better than male learners in mobile-assisted language learning, self-management learning, and learning adaptability. First-year university students outperformed second-year students in mobile-assisted language learning, self-management learning, and adaptability. Liberal arts students exhibited higher intrinsic value than their science and engineering counterparts. Conclusion: The study reveals significant relationships and differences among mobile-assisted English learning, learning adaptability, intrinsic value, and self-management learning among Chinese undergraduates. These findings suggest that educators could design gender-sensitive, year-specific, and discipline-tailored interventions—such as fostering intrinsic motivation through goal-setting or integrating mobile tools with metacognitive training to optimize EFL adaptability.