Perceived usefulness of English (L2) learning apps and language mindset mediated by flow and motivation intensity: a serial mediation model and a network analysis

ABSTRACT

Existing research has explored the connection between perceived usefulness and growth mindset, but there are still gaps in our understanding of how the perceived usefulness of second language learning apps (PU-L2LA) relates to L2 learner’s language mindset (LM). Our study seeks to investigate the serial mediating role of flow and motivation intensity in the association between PU-L2LA and LM, as well as the network-level interaction between flow and motivation intensity (MI). This is a cross-sectional study conducted with a convenience sample of 524 Chinese university students, aiming to assess PU-L2LA, flow, MI, and LM. The results of the mediation analyses reveal that flow and MI play sequential mediating roles in linking PU-L2LA to LM. Furthermore, through network analysis techniques, two key bridge indicators (“The experience is extremely rewarding.” and “After I graduate from college, I will continue to study English and try to improve.”) were identified as important links between flow and MI. These findings contribute to a deeper understanding of how PU-L2LA influences LM and the underlying mechanisms involved. They highlight the importance of considering flow experiences and MI in promoting a positive language mindset among learners. Educators, app developers, and researchers can utilize these insights to design effective interventions, enhance engagement, and optimize language learning outcomes.

KEYWORDS:

• Perceived usefulness
• language mindset
• flow
• motivation intensity
• serial mediation model
• network analysis

Disclosure statement

No potential conflict of interest was reported by the author(s).

Ethics approval and consent

Written informed consent was obtained from each participant, following a research protocol approved by the Institutional Review Board of the South China Normal University (Guangzhou, China).

Data transparency

All data and material as well as software application or custom code support our published claims and complry with field standards. The raw data supporting the conclusions of this article it is made available by the authors, without undue reservation.

Authors contribution statements

Aitao Lu, Siyi Liu: Conceptualization, Writing-original draft, Writing-review, and editing. Wanyi Chen, Siyi Liu: Investigation, Data curation, Formal analysis. Aitao Lu, Siyi Liu: Conceptualization, Writing – original draft, Writing – review & editing, Visualization, Funding acquisition.

Additional information

Funding

This work was supported by Key Laboratory for Social Sciences of Guangdong Province [grant number: 2015WSY009]; “14th Five-Year Plan” for Guangzhou Philosophy and Social Sciences in 2022 [grant number: 2022GZGJ133]; 13th Five-year Research Plan Project of Guangdong Province in 2020 (Moral Education Special Sciences of Guangdong Province).

Notes on contributors

Aitao Lu

Aitao Lu is a Professor in the School of Psychology, South China Normal University, China. Her main research interest is cognitive psychology and psycholinguistics.

Siyi Liu

Siyi Liu is a Ph.D in the School of Psychology, South China Normal University, China. His main research interest is psycholinguistics, language teaching and learning, and multi-level language control.

Wanyi Chen

Wanyi Chen is a Ph.D candidate in the School of Psychology, South China Normal University, China. Her main research interest is psycholinguistics, language teaching and learning.