Perceived AI interactivity and Chinese EFL learners’ motivated learning behaviors: the moderating role of daily AI usage duration

The integration of Artificial intelligence (AI) tools in language education has reshaped learners’ perceptions and behavioral responses. While earlier studies have examined the cognitive and affective effects of learners’ perceived AI interactivity (PAII), less is known about its influence on motivated behavioral engagement. Motivated learning behaviors (MLBs) are crucial for sustained language learning. Accordingly, this study investigated how four dimensions of PAII predict MLBs among 171 Chinese English as a foreign language (EFL) learners, and whether daily AI usage duration (DAIUD) moderates these effects. Participants completed a validated questionnaire measuring PAII, MLBs, and DAIUD. Statistical results indicated that all four PAII dimensions significantly and positively predicted MLBs, with LC exerting the strongest predictive effect and R the weakest. Moreover, DAIUD significantly moderated the paths for R, LC, and P, strengthening their positive associations with MLBs, but it did not significantly moderate the LE path. This study expands the literature by applying a multidimensional construct of PAII to explain learners’ MLBs in Chinese EFL contexts. Moreover, these findings offer practical implications for designing learner-centered AI tools, and for educators providing tailored guidance for EFL learners in AI-supported learning.

• Publication year

  2025

• Venue

  Frontiers in Psychology

• Publication date

  2025-11-19

• Fields of study

  Medicine, Linguistics, Computer Science, Education

• Identifiers
  DOI 10.3389/fpsyg.2025.1689099PMID 41346506PMCID 12672483
• External record

  Open on Semantic Scholar

• Source metadata

  Semantic Scholar, PubMed

• No claims are published for this paper.

• No concepts are published for this paper.

• When Technology Meets Anxiety:The Moderating Role of AI Usage in the Relationship Between Social Anxiety, Learning Adaptability, and Behavioral Problems Among Chinese Primary School Students

  2025cited by this paper
• Learning by playing with generative AI: design and evaluation of a role-playing educational game with generative AI as scaffolding for instant feedback interaction

  2024cited by this paper
• From Excitement to Anxiety: Exploring English as a Foreign Language Learners' Emotional Experiences in the Artificial Intelligence‐Powered Classrooms

  2024cited by this paper
• From anxiety to action: exploring the impact of artificial intelligence anxiety and artificial intelligence self-efficacy on motivated learning of undergraduate students

  2024cited by this paper
• Development and validation of the perceived interactivity of learner-AI interaction scale

  2024cited by this paper
• Does Chatting with Chatbots Improve Language Learning Performance? A Meta-Analysis of Chatbot-Assisted Language Learning

  2024cited by this paper
• Artificial intelligence and human behavioral development: A perspective on new skills and competences acquisition for the educational context

  2023cited by this paper
• Enhancing academic writing skills and motivation: assessing the efficacy of ChatGPT in AI-assisted language learning for EFL students

  2023influential reference
• Artificial intelligence in language instruction: impact on English learning achievement, L2 motivation, and self-regulated learning

  2023influential reference
• An Analysis of Factors Influencing Chinese University Students’ Major Choice from the Perspective of Gender Differences

  2023cited by this paper
• Artificial intelligence in intelligent tutoring systems toward sustainable education: a systematic review

  2023cited by this paper
• Effects of artificial Intelligence-Enabled personalized recommendations on learners' learning engagement, motivation, and outcomes in a flipped classroom

  2023influential reference
• Human likeness and attachment effect on the perceived interactivity of AI speakers

  2022cited by this paper
• Artificial intelligence literacy in higher and adult education: A scoping literature review

  2022cited by this paper
• Antecedents, Boundary Conditions and Consequences of Flow

  2021cited by this paper
• Understanding students’ participation of intelligent teaching: an empirical study considering artificial intelligence usefulness, interactive reward, satisfaction, university support and enjoyment

  2021cited by this paper
• Understanding individuals' engagement and continuance intention of MOOCs: the effect of interactivity and the role of gender

  2020cited by this paper
• Motivation and social cognitive theory

  2020cited by this paper
• Development and validation of an artificial intelligence anxiety scale: an initial application in predicting motivated learning behavior

  2019influential reference
• FLOW: The Psychology of Optimal Experience

  2018cited by this paper
• HOLMES

  2014cited by this paper
• Advances in Flow Research

  2012cited by this paper
• Learner Autonomy and New Learning Environments

  2011cited by this paper
• The Relationship of Intercultural Contact and Language Learning Motivation among Hungarian Students of English and German

  2008cited by this paper
• Self‐determination theory and work motivation

  2005cited by this paper
• User Acceptance of Information Technology: Toward a Unified View

  2003cited by this paper
• Cutoff criteria for fit indexes in covariance structure analysis : Conventional criteria versus new alternatives

  1999cited by this paper
• What Is Coefficient Alpha? An Examination of Theory and Applications

  1993influential reference
• Alternative Ways of Assessing Model Fit

  1992cited by this paper
• Student interaction with ChatGPT can promote complex critical thinking skills

  year unknowncited by this paper

• No citing papers are available for this paper.