Cognitive and affective factors play crucial roles in shaping learners' attitudes towards generative artificial intelligence (GenAI). However, the synergistic influence of language attitude and emotions, including foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) on struggling EFL learners' GenAI attitudes remains underexplored. To bridge this research gap, the present study develops a moderated mediation model using partial least‐squares structural equation modelling (PLS‐SEM), based on data collected from 294 struggling EFL learners in China and analysed through SmartPLS software. The findings indicate that FLE mediates the relationship between language attitude and GenAI attitude. Additionally, FLCA moderates both the effect of FLE on GenAI attitude and the direct relationship between language attitude and GenAI attitude. On the basis of these findings, pedagogical implications are discussed to help instructors support struggling EFL learners in developing a more positive attitude towards GenAI.
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Wang et al. (2025) studied this question.
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