AUTONOMOUS ENGLISH LEARNING THROUGH SOCIAL MEDIA AND COMMUNICATIVE COMPETENCE IN DIGITAL CONTEXTS WITHIN A CHINESE UNIVERSITY: PERSPECTIVES ON READINESS, DIGITAL LITERACY, AND EDUCATIONAL MANAGEMENT

Abstract

In the context of digitalization, social media has become a prominent environment for informal English learning among university students, and its potential contribution to communicative competence development has drawn growing attention. However, how autonomous English learning in social media relates to communicative competence remains unclear. This study examines the relationship between autonomous English learning through social media (AEL) and communicative competence in digital contexts (CDC), with particular attention to the mediating roles of learner readiness and digital literacy and the moderating role of educational management.

This study used a quantitative correlational design based on questionnaire data from 380 undergraduate students at a comprehensive university in Northeast China. Pearson correlation and mediation–moderation analyses were conducted using the PROCESS macro in SPSS.

AEL was positively associated with CDC. This relationship is partially mediated by readiness and digital literacy, with digital literacy exerting a slightly stronger effect. Educational management also significantly moderates the relationship between AEL and CDC, with the association becoming stronger at higher levels of support.

Overall, communicative competence in digital environments develops through the combined influence of autonomous learning engagement, psychological readiness, digital capabilities, and institutional support.