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Chinese Learner Engagement in AI-Mediated Informal Digital Learning of English: A Self-Determination Theory Perspective
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DOI：10.1007/s40299-026-01132-y.png)
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Abstract
En 中文
Drawing on self-determination theory, this study investigates how basic psychological needs (BPNs)—autonomy, competence, and relatedness—mediate the relationship between AI-mediated informal digital learning of English (AI-IDLE) and learner engagement. A total of 672 university students from wide-ranging regional areas in central, northern, and southwestern China provided data for evaluation through structural equation modeling. The results revealed that: (1) AI-IDLE positively predicted engagement and all three BPNs; (2) competence and relatedness, but not autonomy, emerged as significant predictors of engagement; and (3) competence and relatedness partially mediated the relationship between AI-IDLE and engagement, whereas autonomy did not function as a mediating conduit. Suggestions for sustaining learner engagement during informal learning activities have been presented.
Keywords:
Artificial intelligence (AI)
Informal digital learning of English (IDLE)
Self-determination theory (SDT)
Basic psychological needs (BPNs)
Engagement
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