This study investigates how L2 learners engage cognitively, behaviorally, emotionally, and socially with generative AI (GenAI) tools in their second language learning and related factors. A mixed-methods approach was used to collect data from 96 participants through surveys. Key finding reveals that cognitive and behavioral engagement are at a relatively low level while emotional engagement as well as behavioural engagement are in a moderate level. Notably, teacher recommendations and peer usage were found to be key drivers of engagement across all dimensions, while higher academic levels were associated with lower cognitive and emotional engagement. Based on these results, we recommend the integration of GenAI into language curriculum, increased teacher advocacy, and the development of peer learning communities. Future research should focus on the long-term effects of GenAI and its integration across diverse educational contexts.

Anyao Zhang. Learner Engagement with GenAI in L2 Learning. Frontiers in Educational Research (2025), Vol. 8, Issue 8: 69-78. https://doi.org/10.25236/FER.2025.080812.

[1] Addinna, A., Ovilia, R., Solusia, C., & Ramadhani, S. (2025). Students’ cognitive, affective, behavioural and social engagement in collaborative writing. Jurnal Bahasa Dan Sastra, 12(3), 548. https://doi.org/10.24036/jbs.v12i3.129994

[2] Al-Kumaim, N. H., Hassan, S. H., Al-Shami, S. A., & Alhazmi, A. K. (2025). Exploring Generative AI Usage Patterns in Universities: Analysis and Guidelines for Sustainable Practices. International Journal of Technology in Education, 8(2), 332–361. https://doi.org/10.46328/ijte.1045

[3] Alzahrani, I. H. (2025). The relationship between students’ L2 engagement and learning success. Journal of Language Teaching and Research, 16(1), 266–273. https://doi.org/10.17507/jltr.1601.27

[4] Appleton, J. J., Christenson, S. L., Kim, D., & Reschly, A. L. (2006). Measuring cognitive and psychological engagement: Validation of the student engagement instrument. Journal of School Psychology, 44, 427–445.

[5] Chiu F K T.(2024). A classification tool to foster self-regulated learning with generative artificial intelligence by applying self-determination theory: a case of ChatGPT. Educational technology research and development,72(4):2401-2416.

[6] Cortez, P. M., Ong, A. K. S., Diaz, J. F. T., German, J. D., & Jagdeep, S. J. S. S. (2024). Analyzing Preceding factors affecting behavioral intention on communicational artificial intelligence as an educational tool. Heliyon, 10(3), e25896. https://doi.org/10.1016/j.heliyon.2024.e25896

[7] Creely, E. (2024). Kindness, creativity, productive failure, and agency. In Routledge eBooks (pp. 78–88). https://doi.org/10.4324/9781003364887-7

[8] Dörnyei, Z., & Taguchi, T. (2009). Questionnaires in second language research: Construction, Administration, and Processing. Routledge.

[9] Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10. 3102/00346543074001059

[10] Guan, L., Li, S., & Gu, M. M. (2024). AI in Informal Digital English Learning: A Meta-Analysis of Its Effectiveness on Proficiency, Motivation, and Self-Regulation. Computers and Education Artificial Intelligence, 7, 100323. https://doi.org/10.1016/j.caeai.2024.100323

[11] Vo, H., Hoang, T. T. H., & Hu, G. (2024). Developmental trajectories of second language learner classroom engagement: Do students’ task value beliefs and teacher emotional support matter? System, 123, 103325. https://doi.org/10.1016/j.system.2024.103325

[12] Jiang Suqin (2006). A Study on Multimedia-Assisted English Listening Instruction from the Perspective of Second Language Acquisition Theory.Hunan Normal University

[13] Lambert, C., Philp, J., & Nakamura, S. (2017). Learner-generated content and engagement in second language task performance. Language Teaching Research, 21(6), 665–680.

[14] Law, L. (2024). Application of generative artificial intelligence (GenAI) in language teaching and learning: A scoping literature review. Computers and Education Open, 6, 100174. https://doi.org/10. 1016/j.caeo.2024.100174

[15] Liu, Y., Zhang, Z., & Wu, Y. (2025). What drives Chinese university students’ long-term use of GenAI? Evidence from the heuristic-systematic model. Education and Information Technologies. https://doi. org/10. 1007/s10639-025-13403-0

[16] Mi, Y., Rong, M., & Chen, X. (2025). Exploring the Affordances and Challenges of GenAI feedback in L2 writing Instruction: A comparative analysis with peer feedback. ECNU Review of Education. https://doi.org/10.1177/20965311241310883

[17] Mohammed, S. Y., Aljanabi, M., Mahmood, A. M., & Avci, I. (2023). Revolutionizing Language Learning: How AI bots Enhance Language acquisition. Deleted Journal, 2023, 55–63. https://doi. org/10. 58496/bjai/2023/009

[18] Pekrun, R. (2006). The Control-Value Theory of Achievement Emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315–341. https://doi.org/10.1007/s10648-006-9029-9

[19] Peres, R., Schreier, M., Schweidel, D., & Sorescu, A. (2023). On ChatGPT and beyond: How generative artificial intelligence may affect research, teaching, and practice. International Journal of Research in Marketing, 40(2), 269–275. https://doi.org/10.1016/j.ijresmar.2023.03.001

[20] Perifanou, M., & Economides, A. A. (2025). Collaborative uses of GenAI tools in Project-Based Learning. Education Sciences, 15(3), 354. https://doi.org/10.3390/educsci15030354

[21] Pokrivcakova, S. (2019). Preparing teachers for the application of AI-powered technologies in foreign language education. Journal of Language and Cultural Education, 7(3), 135–153. https://doi. org/10. 2478/jolace-2019-0025

[22] Qu, Y., Tan, M. X. Y., & Wang, J. (2024). Disciplinary differences in undergraduate students’ engagement with generative artificial intelligence. Smart Learning Environments, 11(1). https://doi. org/10.1186/s40561-024-00341-6

[23] Reschly, A. L., & Christenson, S. L. (Eds.) (2022). Handbook of research on student engagement (2nd ed.). Springer.

[24] Svalberg, A. M.-L. (2021). Engagement with language in relation to form-focused versus meaning-focused teaching and learning. In P. Hiver, A. H. Al-Hoorie, & S. Mercer (Eds.), Student engagement in the language classroom (pp. 38–55).

[25] Skinner, E. A., & Raine, K. E. (2022). Unlocking the positive synergy between engagement and motivation. In A. L. Reschly & S. L. Christenson (Eds.), Handbook of research on student engagement (pp. 25–56). Springer.

[26] Wood, D., & Moss, S. H. (2024). Evaluating the impact of students’ generative AI use in educational contexts. Journal of Research in Innovative Teaching & Learning, 17(2), 152–167. https://doi.org/10. 1108/jrit-06-2024-0151

[27] Yanlin Z ,Lianrui Y .(2023). A latent profile analysis of Chinese high school students’ control and value appraisals: Associations with enjoyment, boredom, and language achievement. System, 115.

[28] Zhou, G. (2025). Giving away the immersive L2 learning experiences in GenAI‐Mediated contexts: the contributions of cognitive and affective factors. European Journal of Education, 60(2). https://doi. org/10.1111/ejed.70076.