Results of the mediation effects test.

This study focuses on the impact of learning experience on college students’ deep learning of English and the chain-mediated effects of motivation and strategy. In the context of globalization, English is crucial for university students, but traditional teaching models often neglect the role of learning experience in deep learning. Deep learning emphasizes critical understanding, creative application and long-term memory construction, which is particularly important for English learning. Learning experience covers affective, cognitive and behavioral responses, and influences learning attitudes and effects, but there are fewer studies on its impact on college students’ deep learning of English and the related mechanisms. In this study, college students of different genders, ages, educational backgrounds and academic achievement levels were selected as samples, and learning experience, motivation, learning strategies and deep learning were comprehensively assessed by well-designed scales and statistically analyzed with the help of SPSS and AMOS software. The results of the study show that learning experience has a significant positive effect on English deep learning, and motivation and learning strategies play an important chain mediating role. Specifically, learning experience enhances motivation, which in turn promotes the use of learning strategies and ultimately improves English deep learning. This study validates for the first time the chain mediation model of “learning experience→learning motivation→learning strategies→deep learning”in the field of English language learning, which provides a new perspective for understanding the intrinsic mechanism of college students’ English language learning and enriches related research. In practice, it provides specific guidance for English teaching, and teachers can enhance students’ English deep learning by optimizing learning experience, stimulating learning motivation and guiding the use of learning strategies. However, there are some limitations in this study, such as the limited sample scope and the use of a cross-sectional design, etc. Future studies can expand the sample scope, adopt a longitudinal research design, and further explore other potential mediating variables.

本研究聚焦学习体验对大学生英语深度学习(deep learning)的影响，以及动机与策略的链式中介效应(chain-mediated effects)。在全球化背景下，英语对大学生至关重要，但传统教学模式往往忽视学习体验在深度学习中的作用。深度学习强调批判性理解、创造性应用与长期记忆构建，对英语学习尤为关键。学习体验涵盖情感、认知与行为反应，会影响学习态度与学习效果，但现有研究中探讨其对大学生英语深度学习的影响及相关机制的成果较少。本研究选取不同性别、年龄、教育背景与学业水平的大学生作为样本，通过精心设计的量表对学习体验、学习动机、学习策略与深度学习进行综合评估，并借助SPSS与AMOS软件开展统计分析。研究结果显示，学习体验对英语深度学习具有显著正向影响，且动机与学习策略发挥重要的链式中介作用。具体而言，学习体验能够提升学习动机，进而促进学习策略的使用，最终改善英语深度学习水平。本研究首次在英语语言学习领域验证了“学习体验→学习动机→学习策略→深度学习”的链式中介模型，为理解大学生英语学习的内在机制提供了全新视角，同时丰富了相关研究成果。在实践层面，本研究为英语教学提供了具体指导：教师可通过优化学习体验、激发学习动机与引导学习策略的使用，提升学生的英语深度学习能力。不过本研究仍存在一定局限，例如样本范围有限、采用横断面研究设计等。未来研究可扩大样本范围，采用纵向研究设计，并进一步探索其他潜在中介变量。