Xiaofei Zhen
OBJECTIVE: With the continuous development of artificial intelligence (AI), university students have gained new opportunities to improve their autonomous English learning. Grounded in self-determination theory and self-regulated learning theory, this study examines how AI use relates to students' autonomous learning ability, focusing on the mediating role of learning motivation and the moderating role of teacher support. METHODS: An online survey was conducted among 508 university students using validated instruments to measure artificial intelligence applications, learning motivation, autonomous learning ability, and teacher support. Data were analyzed with SPSS 27.0 and AMOS 26.0 to test a moderated mediation model. RESULTS: Artificial intelligence applications were positively associated with autonomous learning ability. Learning motivation mediated this relationship, while teacher support moderated the association between AI applications and learning motivation. CONCLUSION AND IMPLICATIONS: The findings reveal how motivational and contextual factors jointly explain the link between AI use and autonomous English learning. This study provides theoretical support for intelligent education and emphasizes the importance of fostering learning motivation and teacher support to maximize the educational value of AI technologies.