The potential of AI-driven informal digital learning of English for shaping L2 learners’ willingness to communicate and speaking motivation: does L2 grit mediate?

Background: Despite growing interest in artificial intelligence (AI)-mediated second or foreign language (L2) learning, little is known about the role of AI-driven informal digital learning of English (AI-IDLE) in shaping learners' communicative intention and motivation. Furthermore, how L2 learner traits such as grit may influence the relationship between AI-IDLE and communicative outcomes remains largely underexplored.Purpose: This study examined the association between AI-IDLE and two communicative variables - L2 willingness to communicate (WTC) and speaking motivation - with a particular focus on the mediating role of L2 grit.Methods: Participants were 244 English as a foreign language (EFL) learners (123 males, 121 females). Structural equation modeling was employed to examine the direct and indirect associations among AI-IDLE, L2 grit, WTC, and L2 speaking motivation.Results: Findings revealed that AI-IDLE significantly and directly predicted grit and WTC but not speaking motivation. L2 grit emerged as a strong predictor of both WTC and speaking motivation, and functioned as a full mediator in the relationships between AI-IDLE and the two communicative outcomes.Conclusion: These results highlight L2 grit as a key factor linking AI-driven informal learning with learners' communicative readiness and motivation, suggesting that fostering grit may maximize the benefits of AI tools for L2 learning.