ABSTRACT Background The use of generative artificial intelligence (GenAI) in informal digital learning of English (IDLE) foregrounds the need to understand the conditions under which learners adopt and continue using these tools. Objectives This study integrated GenAI literacy into Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) to explain behavioral intention and actual use of GenAI for IDLE. It further examined both net effects and configurational pathways for high GenAI usage. Methods We recruited 475 Chinese university students with prior IDLE experience. We used partial least squares structural equation modelling (PLS‐SEM) to test the extended UTAUT2 model and applied fuzzy‐set qualitative comparative analysis (fsQCA) to identify configurations. Results and Conclusions Effort expectancy, social influence, and habit significantly predicted behavioral intention, whereas performance expectancy, price value, hedonic motivation, and facilitating conditions were not significant. Habit, facilitating conditions, and behavioral intention predicted actual usage of GenAI for IDLE. GenAI literacy also showed direct positive effects on behavioral intention and actual usage. It negatively moderated the relationship between social influence and behavioral intention, but strengthened the effects of habit and behavioral intention on actual usage. Incorporating GenAI literacy improved the explanatory capacity of the UTAUT2 model in GenAI‐IDLE contexts. fsQCA analysis indicated that high levels of GenAI use can emerge from four configurations. Across them, GenAI literacy, hedonic motivation, and habit appeared as core contributors. These findings provide directions for future research and educational design to support effective informal language learning with GenAI.
Wang et al. (Sun,) studied this question.