Predicting Chinese Character Recognition Achievement: The Roles of Perceived Blended Learning Environment, Self-Efficacy, and Social-Affective Learning Strategies

Abstract

Recent advances in digital technologies, including artificial intelligence (AI), have accelerated the integration of technology-enabled learning components into blended language learning. However, how learners’ evaluations of the technology-enabled dimension of blended learning are associated with Chinese character recognition achievement remains insufficiently understood. Guided by the Stimulus–Organism–Response (S-O-R) framework and integrating the Technology Acceptance Model, Self-efficacy Theory and Oxford’s language learning strategy perspective, this study examined the relationships among perceived blended learning environment (PBLE), self-efficacy, social-affective learning strategies (SLS), and Chinese character recognition achievement. Data were collected from 325 Chinese as a Second/Foreign Language (CSL/CFL) learners enrolled at Malaysian public universities. Following sample splitting, exploratory factor analysis was conducted using 124 participants, and the measurement and structural models were evaluated using PLS-SEM with an independent subsample of 201 participants. The results showed that PBLE significantly predicted self-efficacy, and self-efficacy significantly predicted social-affective learning strategies. Social-affective learning strategies significantly predicted Chinese character recognition achievement, whereas PBLE and self-efficacy did not significantly predict achievement directly. These findings support the proposed S-O-R framework, suggesting that learners’ evaluations of the technology-enabled dimension of blended learning are associated with Chinese character recognition achievement through successive psychological and behavioral processes rather than through direct prediction. This study extends the application of the S-O-R framework by integrating TAM, Self-efficacy Theory and Oxford’s strategy perspective to explain technology-supported Chinese character learning. The findings suggest that, alongside technology implementation, supporting learners’ self-efficacy and social-affective learning strategies may better facilitate learners’ achievement with Chinese character learning in blended learning environments.