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Monjurul Islam  \nUniversiti Pendidikan Sultan Idris, Malaysia \u003C[monj0603@gmail.com](monj0603@gmail.com)>  \nTiti Setiyoningsih  \nUniversitas Sebelas Maret, Indonesia \u003C[setiyoningsih.2812@staff.uns.ac.id](setiyoningsih.2812@staff.uns.ac.id)>  \nAnandha  \nUniversitas Semarang, Indonesia \u003C[anandha@usm.ac.id](anandha@usm.ac.id)>  \nSri Surachmi W  \nUniversitas Muria Kudus, Indonesia \u003C[sri.surachmi@umk.ac.id](sri.surachmi@umk.ac.id)>  \nAbstract  \nGenerative artificial intelligence (GenAI) continues to transform English learning, but the influence of psychological needs on maintaining students’ engagement remains insufficiently studied. Therefore, the study used the unified theory of acceptance and use of technology (UTAUT2) and self-determination theory (SDT) within an explanatory sequential mixedmethods design to explore the factors affecting English as a foreign language (EFL) students’intention and actual use of GenAI for English learning. Quantitative data were gathered from 462 EFL students and analyzed with PLS-SEM in SmartPLS 4, while the qualitative phase included 15 semi-structured interviews analyzed thematically. The findings showed that performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation, and habit significantly influenced EFL students’ intention to use GenAI for English learning. Although SDT components-perceived autonomy, perceived competence, and perceived relatedness-did not significantly impact behavioral intention, both the SDT  \ncomponents and behavioral intention predicted actual usage. Thematic analysis of the interview data identified five key themes: perceived performance gains, ease of use and habitual use, social influence, motivational experiences, and supportive learning environments and efficiency. These findings offer valuable insights for educators, curriculum developers, and educational institutions aiming to promote the effective integration of GenAI into English learning.  \nKeywords: EFL students, English learning, Generative Artificial Intelligence, SDT, UTAUT2  \nGenerative artificial intelligence (GenAI) is increasingly recognized as a transformative innovation in English as a foreign language (EFL) education, creating new opportunities for language learning and practice. Tools such as ChatGPT and other large language model (LLM)-based platforms can generate human-like responses, translate languages, summarize information, and support writing and learning tasks (Aydın & Karaarslan, 2023; Cipta et al., 2025; Mustofa et al., 2025; Orrù et al., 2023) . These tools provide instant feedback on writing, facilitate interactive conversations that enhance speaking skills, and simplify complex texts to improve reading comprehension (Assidik et al., 2025; Jegede, 2024) . Empirical studies further highlight GenAI’s effectiveness in EFL education, showing that it improves vocabulary, grammar, and writing performance (Lee et al., 2024; Liu et al., 2025; Sarwanti et al., 2024), develops speaking through real-time dialogue and grammar correction (Du & Daniel, 2024; Yang, 2025), fosters fluency and confidence through AI-powered chatbots (Du & Daniel, 2024), and enhances reading comprehension (Allehyani et al. , 2025; Chea & Xiao, 2024; Hsiao & Chang, 2024) . Moreover, GenAI contributes to the development of EFL students’ critical thinking by promoting critical reading, strengthening logical reasoning, and supporting reflective le","cbCaipEJRvtnTDcZ","https://ap.wps.com/l/cbCaipEJRvtnTDcZ","pdf",677959,34,"English","# Abstract\n# Keywords\n## Background on GenAI in EFL Education\n## Concerns and Research Rationale\n## Psychological Needs and Adoption Gap\n## Study Purpose","[{\"question\":\"Which models guide the study of GenAI adoption for English learning?\",\"answer\":\"The study uses UTAUT2 and self-determination theory (SDT) to examine factors influencing EFL students’ intention and actual use of GenAI for English learning.\"},{\"question\":\"How were the research data collected and analyzed?\",\"answer\":\"Quantitative data were collected from 462 EFL students and analyzed with PLS-SEM in SmartPLS 4. The qualitative phase used 15 semi-structured interviews, analyzed thematically.\"},{\"question\":\"What factors significantly influenced students’ intention to use GenAI?\",\"answer\":\"Performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation, and habit significantly influenced students’ intention to use GenAI for English learning.\"},{\"question\":\"Do SDT components affect behavioral intention in this study?\",\"answer\":\"SDT components—perceived autonomy, perceived competence, and perceived relatedness—did not significantly impact behavioral intention. However, both SDT components and behavioral intention predicted actual usage.\"}]","The Electronic Journal for English as a Second Language - Investigating EFL Students’ Adoption of Generative Artificial Intelligence for English Learning through UTAUT2 and SDT | PDF",1792042982,86]