AI adoption and student success among EFL learners: examining the effects of peer support and motivation on well-being

Introduction The rapid integration of artificial intelligence (AI) technologies in educational settings has raised important questions about their impact on student outcomes, particularly in developing countries like Pakistan. This study examines the relationships between AI adoption, peer support, academic motivation, and psychological well-being among university students in Pakistan. Methods Using a cross-sectional survey design, data were collected from 482 undergraduate and graduate students across five major universities in Pakistan. Structural equation modeling was employed to test hypothesized relationships between variables. Results Results indicate that AI adoption is significantly associated with academic motivation (β = 0.42, p < 0.001) and is positively associated with student well-being (β = 0.28, p < 0.01). Peer support emerged as a significant moderator, strengthening the relationship between AI adoption and well-being (β = 0.35, p < 0.001). Additionally, academic motivation partially mediated the relationship between AI adoption and student success outcomes (indirect effect = 0.31, 95% CI [0.24, 0.39]). These cross-sectional findings suggest that AI tools are associated with enhanced learning experiences and student outcomes, and this association appears stronger when combined with strong peer support networks. Discussion The study contributes to the growing literature on educational technology in non-Western contexts and provides practical implications for educators and policymakers seeking to implement AI-enhanced learning environments in Pakistan and similar developing nations.