Learners’ Acceptance and Use of Multimodal Artificial Intelligence(AI)-Generated Content in AI-mediated Informal Digital Learning of English

In the context of rapidly advancing generative artificial intelligence (GenAI), this explanatory sequential mixed-methods study applies the Integrated Model of Technology Acceptance (IMTA) to investigate how Chinese EFL learners accept and use multimodal AI-generated content (AIGC) in AI-mediated informal digital English learning (AI-IDLE). The analysis of survey data (N = 706) reveals that perceived enjoyment significantly influences learners’ behavioral intention, perceived usefulness, and perceived ease of use. Mediation analysis demonstrates that perceived usefulness partially mediates the effect of enjoyment on learners’ behavioral intention, with perceived ease of use and usefulness jointly mediating this pathway. Thematic analysis of 20 interviews highlights how learners creatively generate and transform multimodal content to support language learning, enhancing understanding, retention, and engagement. These positive experiences reinforce their motivation to continue using AIGC, even in the face of cultural mismatches, cognitive load, and technical limitations. Findings underscore the importance of both intrinsic and extrinsic motivation in multimodal AIGC adoption, shedding light on innovative practices in AI-IDLE.