Academic Procrastination in <scp>AI</scp> ‐Supported Language Learning: The Roles of Learner– <scp>AI</scp> Interactivity and Perceived Teacher Support

ABSTRACT As artificial intelligence (AI) becomes increasingly integrated into language learning, AI–supported environments may shape learners' academic engagement and learning behaviours. Among these behaviours, academic procrastination is particularly important because it reflects learners' tendency to delay academic tasks in technology–mediated contexts. However, little is known about how perceived interactivity in learner–AI interaction and perceived teacher support jointly influence academic procrastination. Guided by the Technology Acceptance Model, this study examined the relationships among perceived interactivity, perceived teacher support and academic procrastination through Pearson correlation analysis and structural equation modelling. The findings indicated that perceived interactivity of learner–AI interaction was a significant negative predictor of academic procrastination and a significant positive predictor of perceived teacher support. Meanwhile, perceived teacher support significantly and negatively predicted academic procrastination. Furthermore, perceived teacher support partially mediated the relationship between perceived interactivity of learner–AI interaction and academic procrastination. This study deepens the understanding of the relationships among learners' subjective perceptions, external support and academic procrastination and provides insights for optimising AI‐supported language learning experiences and learning practices.