The interplay of autonomous learning behavior, academic buoyancy and second language demotivation in the GenAI-assisted informal digital learning of English

Introduction Numerous studies identified the positive effects of GenAI tools in the formal language learning settings, but further efforts are still recommended to explore the use of GenAI tools in the Informal Digital Learning of English (GenAI-IDLE). To address the research gap, this study intends to figure out how GenAI-IDLE alleviate the second language (L2) demotivation through autonomous learning behavior and academic buoyancy based on the Basic Psychological Needs Theory and the Organismic Integration Theory. Methods The approach of structural equation modelling was adopted to analyze the questionnaire data among first-year college students. Confirmatory factor analysis and serial mediation analysis were conducted through Mplus 8.3. Results The findings revealed positive effects of GenAI-IDLE on autonomous learning behavior and academic buoyancy, along with a negative correlation between GenAI-IDLE and L2 demotivation. Besides, the chain mediation of autonomous learning behavior and academic buoyancy was identified to mitigate the L2 demotivation through GenAI-IDLE activities. Discussion Informed by these results, the present study offers both theoretical and practical implications. It not only draws on the Basic Psychological Needs Theory and the Organismic Integration Theory to explain the role of GenAI-IDLE practice, but also sheds light on optimising the design of GenAI-IDLE activities to address the demotivation issue from both behavioral and psychological perspectives.