Learning Motivation and Digital Literacy in AI Adoption for Self‐Regulated English Learning

ABSTRACT While artificial intelligence in language learning has garnered extensive research attention, the specific roles of motivation and digital literacy (DL) in shaping students' self‐regulated language learning within AI remain largely unexplored. Based on the theory of planned behaviour (TPB), this study endeavoured to understand how learning motivation (LM) and DL influence university EFL learners' adoption of AI in self‐regulated learning (SRL). Data collected from 363 EFL learners in Chinese universities were analysed using the structural equation modelling technique. Results indicated that Chinese university EFL learners had positive responses to the adoption of AI in facilitating SRL. Except for attitude, perceived behavioural control (PBC), and subjective norm (SN), their AI usage was significantly influenced by LM and DL. The proposed model explained 47% of the variance. This study indicated the validity of TPB in explaining AI‐assisted self‐regulated English learning. The findings offer EFL teachers actionable insights to enhance AI‐assisted SRL by fostering student motivation and DL.