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

ABSTRACT 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.