The impact of mobile-based language learning on speaking and learning anxiety, engagement and achievement in Chinese language learning: The mediating role of cognitive load

This study examines the impact of mobile-based language learning (MBLL) on speaking and learning anxiety, learning engagement, and language achievement among international students learning Chinese with a specific focus on cognitive load as a mediator. A cross-sectional survey of 175 international students enrolled in universities in Anhui province, China was conducted. Regression and mediation analyses indicated that MBLL was significantly associated with lower speaking and learning anxiety, higher learning engagement, and higher language achievement. Results indicated that cognitive load partially mediates these associations; MBLL significantly lessened cognitive load, which in return was related to lower speaking and learning anxiety and higher engagement and achievement. The results reinforce the importance of choosing or designing mobile learning tools that do not overload learners cognitively, thereby addressing international students' emotional and academic needs.

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