Digital Literacy, Social Support, and Well-Being Among FL Learners: A Moderated Moderation Approach

Background: With increasing digitalization in education, the role of digital literacy in shaping students' learning experiences and well-being has attracted growing attention. However, research examining this relationship among foreign language (FL) learners remains limited, and the potential moderating effects of social support are insufficiently explored. Purpose: Addressing these gaps, this study examined the relationship between digital literacy and the well-being of FL learners, investigated how parental support moderates this relationship, and explored how teacher support further moderates the moderating effect of parental support. Method: A total of 1582 students (M_age = 14.09 years, SD = 1.20), spanning Grades 7 to 12, were recruited through convenience sampling from Beijing, China. Participants provided self-reported data on their digital literacy, teacher support, parental support, and well-being in FL learning. Results: The results revealed a significant positive association between digital literacy and the well-being of FL learners. Moreover, parental support amplified the positive effects of digital literacy on FL learner well-being, and this moderating effect was further strengthened by higher levels of teacher support. Conclusion: These findings offer valuable insights into the interplay between individual competencies and ecological support systems, highlighting important implications for FL teaching and learning practices aimed at enhancing FL learner well-being.