A comparative study of self-regulated English learning through mobile language-learning applications in post-pandemic Hong Kong and South Korea

This study examines the ways in which students in Hong Kong and South Korea use mobile applications to learn English outside of the classroom. In particular, the research focuses on the ways in which language-learners perceive and use such applications as part of their self-regulated language learning in the post-pandemic environment. Drawing on a theoretical framework guided by the technology acceptance model (TAM), mixed-methos research was undertaken in order to better establish mobile-language learning application user trends and perspectives. Quantitative analysis of questionnaire responses completed by some 128 Chinese and Korean university students was used to arrive at a number of findings pertaining to how students perceive and use mobile language-learning applications. Qualitative analysis of interviews carried out with eight participants—four from Hong Kong and four from South Korea—was also carried out, using thematic analysis to explore user perspectives on their use of mobile language-learning applications. The study finds that students differ in what they look for in a language-learning application, with Korean users preferring more user-friendly applications to Chinese users. Users reported motivation to use language-learning applications mediated by the applications’ implementation of gamified content and competitive scoring and ranking features. Additionally, although both groups experienced changes to their self-regulated learning approaches during the pandemic, differences between the Chinese and Korean cohorts indicate the need for customised support to assist individual learners that differs across cultural context.