Evaluating Skritter’s Impact on Vocabulary Mastery and Academic Self-Efficacy among Chinese as a Foreign Language Learners

Abstract

This study investigates the relationship between academic self-efficacy, mobile learning acceptance, and their influence on students learning Chinese at an international school in Johor Bahru. Using Skritter in a quasi-experimental design with 49 participants, the results showed that the experimental group achieved significantly greater improvements in academic performance, self-efficacy, and technology acceptance compared with the control group. The experimental group’s self-efficacy improved from M = 2.03 (SD = 0.54) to M = 4.05 (SD = 0.56), and technology acceptance increased from M = 1.96 (SD = 0.29) to M = 3.36 (SD = 0.39), p < .001, confirming Skritter’s significant positive effect. Guided by the Technology Acceptance Model (TAM) and Cognitive Load Theory, the findings demonstrated a reciprocal relationship between students’ academic self-efficacy and their acceptance of mobile learning technologies. This relationship suggests that self-efficacy mediates students’ engagement and motivation. In conclusion, the integration of Skritter shows that mobile learning applications can enhance learners’ confidence and vocabulary mastery through positive attitudes toward technology use. The study underscores the need for engaging, user-friendly digital learning environments and provides practical insights for educators and curriculum developers seeking to improve Chinese language learning experiences and outcomes.