| Sumario: | 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. Summary: What Is Already Known About This Topic: Digital literacy contributes positively to students' learning experience and psychological well‐being.Social support, particularly from parents and teachers, is crucial for promoting learners' well‐being. What This Paper Adds: Digital literacy empowers foreign language (FL) learners with greater autonomy, competence, and connectedness in digital learning environments, thereby fostering psychological well‐being.Parental support strengthens the positive effect of digital literacy on FL learner well‐being.Teacher support further reinforces the moderating role of parental support, revealing a layered interaction between sources of social support. Implications for Practice and/or Policy: Educational institutions should integrate digital literacy training into FL curricula to support student well‐being alongside language learning outcomes.Parents play a vital role in maximising the benefits of students' digital literacy; therefore, schools should engage parents through digital literacy workshops and communication strategies.Teachers should be equipped with strategies to provide consistent emotional and academic support, especially in digitally mediated learning environments.Policy‐makers should design interventions that consider multi‐layered support systems, such as digital competency, parental involvement, and teacher scaffolding, to promote holistic student development.Cross‐sector collaboration (schools, families, and communities) is essential to build a sustainable support network that enhances digital resilience and emotional well‐being among language learners.
|
|---|