1. Introduction

The importance and current research status of technology assisted extracurricular English learning were discussed. With the development of information technology, online learning resources and multimodal materials continue to emerge, providing new avenues for English learning. However, research in this field is still in its early stages and requires more empirical studies. Current research mainly focuses on the influence of factors such as learning motivation and self-regulation, while there is less exploration of technology related factors such as digital learning ability. Digital learning ability has been proven to have a positive impact on extracurricular digital learning in general learning fields, but its role in English learning remains to be verified. In addition, learners' international attitude is closely related to their digital learning ability, which affects their use of digital resources for extracurricular English learning. The aim of this study is to explore the mechanism of international attitude and digital learning ability, and to reveal how students' international perspectives and digital skills affect technology assisted English learning behavior, providing insights for foreign language education to adapt to globalization.

2. Literature review

Technology assisted extracurricular English learning is an important component of the diversity of language learning ecosystems, involving learners engaging in informal English learning activities using digital devices and online resources outside of the classroom. This activity is influenced by factors such as self-regulation, learning resources and cognition, international attitude, and ideal second language self, but the important factor of digital learning ability is often overlooked. International attitude refers to the motivational tendencies of learners to interact and communicate with the imagined international language community, including two dimensions of attitude/behavior orientation and knowledge orientation, which have an impact on variables such as English learning emotions, learning behavior, and learning outcomes. Digital learning ability is one of the most important abilities in the information technology era, including both digital ability and learning ability. It is a collection of knowledge, skills, and attitudes that students use technology devices to efficiently learn in a digital environment. Previous studies have shown that international attitudes can directly affect digital English learning outside of class, and the use of digital technology has a significant enhancing effect on students' online learning outside of class. International attitude and digital learning ability may have complex nonlinear effects on technology assisted extracurricular English learning. Gender and major may also be important variables that affect the learning process and outcomes. This study aims to explore the impact of international attitude and digital learning ability on technology assisted extracurricular English learning from the perspective of complex dynamic system theory, and introduce the fuzzy set qualitative comparative analysis method to explore the synergistic mechanism of multivariate coupling, multi factor interaction, and multi path on technology assisted extracurricular English learning.

3. Research Design

Introduced the research design, including the research object, measurement tools, and data analysis methods. The research subjects were college students from nine universities in four provinces and cities, and a total of 315 valid questionnaires were obtained. The measurement tool is a survey questionnaire, which includes demographic information and three scales: the International Posture Scale, the Digital Learning Ability Scale, and the Technology Assisted Extracurricular English Learning Scale, all of which use the Likert Level 7 scale. The data analysis steps include: 1) using SPSS for descriptive and correlation analysis to test the influence of gender and major; 2) Establish a structural equation model using Smart PLS 3.0 to explore the influence path and mediating effects; 3) Use fsQCA 3.0 for qualitative comparative analysis of fuzzy sets to test the necessity and sufficiency of antecedent factors.

4. Research results

Descriptive analysis shows that the subjects scored the highest in digital learning ability, showed a high level of enthusiasm for participating in technology assisted extracurricular English learning, and scored above average in international posture. There is a significant positive correlation between various factors, with the strongest correlation between digital learning ability and technology assisted extracurricular English learning. Gender and major have a significant impact on technology assisted extracurricular English learning, with female students and foreign language majors participating more frequently. The structural equation model reveals that "attitude/behavior orientation" and digital learning ability have a significant impact on technology assisted extracurricular English learning, with digital learning ability playing a mediating role between "knowledge orientation" and technology assisted extracurricular English learning. FsQCA analysis found three patterns that trigger high-frequency technology assisted English learning: "cognitive driven", "career driven", and "subject driven". The robustness test indicates that the research results are robust.

5. Discussion

This chapter delves into the influencing factors of technology assisted extracurricular English learning. Research has found that the "attitude/behavior orientation" in international attitudes has a direct positive impact on technology assisted extracurricular English learning, while the "knowledge orientation" has an indirect effect through digital learning abilities. The digital learning ability plays a completely mediating role between "knowledge orientation" and technology assisted extracurricular English learning, indicating that the linkage between social and cultural factors and technology can effectively promote independent English learning outside of class. In addition, this study used fsQCA to reveal three diverse patterns of high-frequency technology assisted extracurricular English learning, demonstrating the diversity of learning pathways and emphasizing that individual learning behavior is a process of multidimensional interaction.

6. Conclusion

This chapter summarizes the impact of international attitude and digital learning ability on college students' technology assisted extracurricular English learning. Research has found that attitudes/behavioral orientations in international attitudes have a positive impact on technology assisted extracurricular English learning, and digital learning abilities play a mediating role between knowledge orientations in international attitudes and technology assisted extracurricular English learning. FsQCA reveals three high-frequency technology assisted extracurricular English learning modes, validates the explanatory power of complex dynamic system theory, and emphasizes the core role of digital learning ability. The study provides important insights into understanding the interactions and complex relationships between factors, and proposes suggestions for teachers to help students build a positive self-image, conduct international workplace simulation activities, strengthen international identity recognition, stimulate international competitiveness, broaden international perspectives, as well as for schools and teachers to develop digital skills training courses, improve students' digital identification, planning, application, and coordination abilities, and enhance sustainable learning.