College Students' Learning Motivation And Concentration In M-learning

Background: Mobile learning(M-learning)has become the main way for people to acquire knowledge,but mobile learning,as a highly fragmented learning method,its fragmented learning time,fragmented learning content and complex learning environment have also brought negative effects on learners' attention distraction,which prevents learners from persisting for a high level of learning concentration and achieving in-depth learning.Problems such as learning inefficiency and attention distraction have become important challenges for M-learning.Hence,exploring the affective factors of attention is beneficial to help learners achieve efficient and in-dept cognitive learning in M-learning.Objectives:(1)To investigate the current state of college students' English learning motivation(ELM),time management,English learning anxiety(ELA)and their level of concentration when college students use mobile phones to learn English;(2)to explore the relationship between learning concentration and learning motivation,time management and English learning anxiety;(3)to analyze the group heterogeneity and affective factors of college students' English learning concentration;(4)to test whether time management has a mediating effect between learning motivation and concentration;and(5)to examine whether English learning anxiety has a moderating effect in different paths.Methods: The m-learning questionnaire,English learning motivation questionnaire,time management questionnaire,English learning anxiety questionnaire and concentration questionnaire were used to investigate 325 non-english majors with English m-learning experience in a university in Hunan Province.Among them,125 were male students,accounting for 38.5%,and 200 were female students accounting for 61.5%.The average age of male students is 19.92±0.764,and that of the female students is 19.66±0.748.Results:(1)The concentration level of college students' mobile English learning is generally low,and it is positively correlated with intrinsic/extrinsic learning motivation and time management,but negatively correlated with English learning anxiety.(2)There is significant group heterogeneity in learning concentration among college students,which can be further divided into group with high concentration,group with low concentration and group in-between.And compared with the low-level concentration group,the high-level concentration group has stronger learning motivation,better time management capacity and lower level of English learning anxiety.(3)Time management plays an intermediary role between intrinsic/extrinsic motivation and learning concentration.(4)English learning anxiety regulates the first half path of learning motivation-time management-learning concentration as an intermediary model.The positive prediction of time management by intrinsic/extrinsic motivation of college students is significant when English learning anxiety is comparatively low.Conclusion: College students' learning concentration in m-learning is generally moderate and there is significant group heterogeneity.Higher concentration can be achieved with higher learning motivation,better time management,and lower level of English learning anxiety.Therefore,in order to help college students to achieve efficient m-learning experience,efforts from m-learning platforms,teachers and college students themselves are needed to improve college students' concentration in m-learning.