Enjoyment and Engagement in AI ‐Mediated Informal Digital Learning of English: A Latent Growth Curve Modelling Study

ABSTRACT

Enjoyment and engagement are critical for effective language learning, yet little is known about how these experiences evolve over time in AI‐mediated informal digital English learning (IDLE). Previous studies have mainly relied on cross‐sectional designs, limiting understanding of the dynamic development of emotional and behavioural engagement. This study aims to examine the longitudinal trajectories of students' enjoyment and engagement in AI‐mediated IDLE and to identify factors influencing these changes. A total of 494 university students participated in a semester‐long study, completing three waves of surveys to capture changes in enjoyment and engagement. Latent growth curve modelling was used to estimate initial levels, growth trajectories, and the dynamic relationship between the two constructs. In addition, 20 students participated in follow‐up semi‐structured interviews to provide qualitative insights into contextual factors affecting their experiences, analysed using a grounded approach. Both enjoyment and engagement increased steadily over the semester, developing in parallel, with qualitative findings revealing that learner characteristics, peer interaction, teacher support, and access to resources shaped these trajectories. These results extend existing research by providing a longitudinal perspective on emotional experiences and engagement in AI‐mediated IDLE. The findings highlight the importance of designing AI‐mediated learning environments that foster positive emotional experiences and sustained engagement for diverse learners.