The Relationship Between the Use of Digital English Learning Resources and University Students’ Critical Thinking Disposition: The Chain Mediation Role of Academic Engagement and Self-Directed Learning Ability

Abstract

Despite the growing availability of digital English learning resources, less is known about how their use is associated with university students’ critical thinking disposition. Guided by Conservation of Resources theory, which views students’ time, energy, and self-regulatory capacities as important learning resources, this study examined the relationships among the use of digital English learning resources, academic engagement, self-directed learning ability, and critical thinking disposition. A cross-sectional survey was conducted with 762 Chinese university students. The results showed that the use of digital English learning resources was positively associated with critical thinking disposition. Academic engagement and self-directed learning ability each showed significant indirect associations in this relationship. In addition, the hypothesized sequential path through academic engagement and self-directed learning ability was also significant, accounting for about 11.7% of the total association. These findings suggest that digital English learning resources may be linked to critical thinking disposition not only directly, but also through students’ active involvement in learning and their capacity to manage learning independently. The study contributes to the literature by offering a more integrated perspective on how digital learning resources relate to higher-order cognitive tendencies and by providing practical implications for the design of digital English learning environments.