The self-determination perspective on the university students' engagement in AI-supported informal digital learning of English: Evidence from SEM and fsQCA approach

Grounded in Self-Determination Theory, this study surveyed 523 Chinese university students to examine how collaborative AI literacy relates to engagement in AI-supported informal digital learning of English (IDLE), with linguistic self-confidence, motivation, and enjoyment as mediators. Structural equation modelling showed that collaborative AI literacy was positively associated with engagement, with linguistic self-confidence, motivation, and enjoyment mediating this association. Fuzzy-set qualitative comparative analysis further identified multiple configurational pathways to high engagement, indicating no single necessary condition. The findings reveal both variable-centred and set-theoretic patterns associated with AI-supported IDLE engagement, highlighting the joint role of collaborative AI literacy and positive psychological experiences.