AI literacy and foreign language boredom in AI-assisted academic English learning: the roles of engagement and task value

With the rapid integration of artificial intelligence (AI) tools into academic English learning, understanding how learners' AI-related competencies influence their motivational and emotional experiences has become increasingly important. Drawing on frameworks of technology enhanced learning and foreign language emotions, this study examines the relationship between AI literacy and foreign language boredom in AI-assisted academic English learning, with a particular focus on the roles of learner engagement and task value. Survey data were collected from 392 postgraduate students and analyzed using Exploratory Factor Analysis and Structural Equation Modeling. The results indicated that AI literacy played a foundational role by positively associating with both learning engagement and perceived task value. Learning engagement was found to reduce levels of foreign language boredom and academic pressure, whereas academic pressure emerged as a strong positive predictor of foreign language boredom. Interestingly, perceived task value showed a positive association with boredom, suggesting that highly valued academic English tasks may simultaneously evoke emotional fatigue in high demand learning environments. There is no moderating effect of perceived task value on the relationship between engagement and boredom. Overall, the findings highlight the complex interplay between AI-related competencies, motivational processes, and emotional experiences in AI-assisted foreign language learning. The study underscores the importance of fostering AI literacy and sustained learning engagement while also addressing academic pressure to promote emotionally sustainable AI-supported language learning environments.