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ABSTRACT As artificial intelligence (AI) has been integrated into foreign language (FL) education, learners' well‐being is influenced by various factors, including technological, personal and contextual elements. However, few studies explored how external and internal factors jointly shape FL learners' well‐being in the era of generative AI. To fill this gap, this study explores the effects of generative AI acceptance, perceived teachers' enthusiasm and self‐efficacy on FL learners' well‐being by investigating 613 university learners of English as a foreign language (EFL). The structural equation modelling results reveal that (1) generative AI acceptance positively predicts EFL learners' well‐being and self‐efficacy; (2) perceived teachers' enthusiasm does not predict learners' well‐being and positively predicts EFL learners' self‐efficacy; and (3) the self‐efficacy for receptive skills mediates the relationship between generative AI acceptance/perceived teachers' enthusiasm and EFL learners' well‐being, whereas self‐efficacy for productive skills does not play the mediation role. This research broadens the understanding of the antecedents of EFL learners' well‐being and extends the application of self‐efficacy theory in the AI‐driven educational environment, providing significant pedagogical implications.
Huang et al. (Sat,) studied this question.