Although there is a plethora of mobile learning studies, relatively little attention has been paid to the roles of self-management of learning and personal learning initiative on mobile English learning outcomes. Accordingly, the primary purpose of this study is not only to examine the links between perceived flexibility advantage, self-management of learning, mobile English learning continuance intention and performance, but also to explore the moderating role of personal learning initiative in mobile language learning outcomes. A total of 323 undergraduate students with mobile English learning experience took part in this study. The partial least-squares structural equation modelling analysis and SPSS PROCESS (model 7) were utilised to assess the data. The study findings have not only indicated the perceived flexibility advantage and self-management of learning will have a positive influence on mobile English learning continuance intention and performance, but also revealed that mobile English learning continuance intention will mediate the link between perceived flexibility advantage and mobile English learning performance. Moreover, it has been found that personal learning initiative will play a moderating role in reinforcing the positive relationship between perceived flexibility advantage and mobile English learning continuance intention.

中文翻译：

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探索自我管理的学习和个人学习的主动性对移动语言学习的影响：调节型调解模型

尽管有大量的移动学习研究，但相对较少的注意力集中在学习的自我管理和个人学习主动性对移动英语学习成果的作用上。因此，本研究的主要目的不仅在于检查感知的灵活性优势，学习的自我管理，移动英语学习的持续性意图和表现之间的联系，而且还探讨个人学习倡议在移动语言学习成果中的调节作用。 。共有323名具有移动英语学习经验的本科生参加了这项研究。利用偏最小二乘结构方程模型分析和SPSS PROCESS（模型7）来评估数据。研究结果不仅表明感知的灵活性优势和学习的自我管理将对移动英语学习的持续性意图和表现产生积极影响，而且还表明移动英语学习的持续性意图将调节感知的灵活性优势和移动性之间的联系。英语学习成绩。而且，已经发现，个人学习主动性将在加强感知的灵活性优势和移动英语学习持续性意图之间的正向关系中起到调节作用。但同时也表明，移动英语学习的持续意愿将调解感知的灵活性优势与移动英语学习绩效之间的联系。而且，已经发现，个人学习主动性将在加强感知的灵活性优势和移动英语学习持续性意图之间的正向关系中起到调节作用。但同时也表明，移动英语学习的持续意愿将调解感知的灵活性优势与移动英语学习绩效之间的联系。而且，已经发现，个人学习主动性将在加强感知的灵活性优势和移动英语学习持续性意图之间的正向关系中起到调节作用。