ANALYZING THE MODERATING IMPACT OF MOTIVATION ON GENERATIVE AI TECHNOLOGY ACCEPTANCE FOR ENGLISH AS A FOREIGN LANGUAGE LEARNING

Although there has been a lot of study on artificial intelligence in language acquisition, little is known about how motivation and digital literacy (DL) specifically influence students' self-regulated language learning inside AI. With an emphasis on self-efficacy, motivation, and anticipated exam success, this study explores the uptake and effects of generative artificial intelligence (GenAI) technologies on English as a foreign language (EFL) learners. Particularly when learning English as a foreign language (EFL), since psychological sources and motivation are critical, learners' engagement is essential to academic success. Maintaining students' involvement in AI-supported environments presents both opportunities and challenges in the evolving field of online education. In our global world with the rapidly changing technology and facts the foreign L2 learners’social and cultural context, including their experiences, beliefs, and past knowledge, affects their language learning experiences, as well. Language learnng chances may be limited for those with respectively lower competence levels due to their limited exposure to the target language and culture. The study found that although EFL teachers encounter a number of disadvantages when utilizing AI technologies in their classrooms, they prefer to use them for a variety of purposes and think they provide substantial advantages in the EFL teaching process.