Exploring the Continuance Intention in
AI
‐Mediated Informal Digital English Learning: A Sequential Mediation Model
Xiyang Sun, Yanyan Dong ABSTRACT
The proliferation of AI has given rise to AI‐mediated informal digital learning of English (AI‐IDLE), yet research on learners' sustained engagement in this context remains limited. Drawing upon the Technology Acceptance Model and Self‐Efficacy Theory, this study examines the sequential mediating roles of AI learning self‐efficacy and AI trust in the relationship between AI learning attitude and continuance intention among 425 Chinese university EFL learners engaged in AI‐IDLE. Structural equation modelling results confirm that AI learning attitude significantly predicts continuance intention both directly and indirectly through the sequential mediation of self‐efficacy and trust. The model explains 33.9% of the variance in continuance intention. These findings highlight the importance of fostering positive attitudes, self‐efficacy and trust to sustain learners' intention to continue engaging with AI‐IDLE.