Mediating Effect of Learning Motivation and Engagement on the Relationship between Generative Artificial Intelligence (Gen AI) Implementation and English as Foreign Language (EFL) Proficiency

Abstract Generative Artificial Intelligence (Gen AI) has emerged as a transformative innovation in English language education, offering content creation, personalized learning experiences, adaptive feedback, and automated assessment capabilities. However, few contemporary studies have examined how learning motivation and engagement mediate the relationship between Generative AI use and English as a Foreign Language (EFL) proficiency. A study of 383 vocational students in China was investigated through Partial Least Squares Structural Equation Modeling (PLS-SEM) to test the motivational and engagement factors on the relationship between Gen AI and EFL proficiency. The outcome shows that neither motivation nor AI use independently guarantees language improvement unless learners actively engage in learning processes. Despite promising results, research gaps remain in longitudinal effect and future directions call for integrative, ethically grounded frameworks to optimize Gen AI’s role in English language acquisition through motivation and engagement.