VietTESOL International Convention 2026

As artificial intelligence (AI)-powered tools become increasingly integrated into language learning, understanding how learners strategically employ these technologies and how such use relates to their motivation and engagement is essential. This study (n = 390) investigates students’ strategic use of AI and its relationship with their attitudes toward English learning and intended learning effort. Data were collected through a 45-item questionnaire measuring AI-assisted learning strategies (Liu et al., 2025) as well as attitudes and intended effort in learning English (Dörnyei, 2009). Descriptive statistics, correlation analysis, and structural equation modeling were employed to examine patterns of AI use and the relationships among the variables. The findings indicate that students frequently use AI tools for planning and task performance, product refinement, and language compensation. Strategic AI use was positively associated with more favorable attitudes toward English learning and stronger intended effort. In particular, metacognitive regulation and self-monitoring emerged as significant predictors of learners’ attitudes and their willingness to invest time and effort in language learning. These results suggest that the strategic integration of AI can strengthen learners’ self-regulation, motivation, and engagement in English learning. The study underscores the pedagogical potential of AI-supported learning environments in fostering active participation and sustained learning effort. Implications are discussed for English language instruction, learner training, instructional design, and the responsible integration of AI in education.