Modeling learners’ intention to continue using generative AI in informal language learning: the role of cognitive appraisals and emotions

Generative artificial intelligence (GenAI)-powered tools have become influential in the landscape of informal digital learning of English (IDLE). However, the psychological mechanisms underlying English-as-a-foreign-language (EFL) learners’ intention to continue using GenAI in IDLE remain underexplored. Drawing on the cognitive appraisal theory, the present study examined the relationship between appraisals of language learning (control, intrinsic value, extrinsic value), appraisals of technology (usefulness, ease of use, risk), emotional responses towards the use of GenAI, and continuance intention. To this end, 503 Chinese university students completed a survey, and data were analyzed using partial least squares structural equation modeling. The results showed that learners’ perceived control over the language was indirectly and positively related to their continuance intention. Their indirect relationship was mediated by higher perceived usefulness, higher perceived ease of use, or lower perceived risk, each of which was followed by increased positive emotions. Additionally, extrinsic value appraisal was found to be significantly and positively associated with perceived risk, which was then related to a decrease in positive emotion and continuance intention. Based on these findings, practical implications for EFL teachers on how to support learners in achieving a balanced and productive use of GenAI tools in IDLE are advanced.