{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,15]],"date-time":"2026-05-15T18:52:34Z","timestamp":1778871154064,"version":"3.51.4"},"reference-count":87,"publisher":"Wiley","issue":"1","license":[{"start":{"date-parts":[[2026,1,20]],"date-time":"2026-01-20T00:00:00Z","timestamp":1768867200000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"},{"start":{"date-parts":[[2026,1,20]],"date-time":"2026-01-20T00:00:00Z","timestamp":1768867200000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/doi.wiley.com\/10.1002\/tdm_license_1.1"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Computer Assisted Learning"],"published-print":{"date-parts":[[2026,2]]},"abstract":"<jats:title>ABSTRACT<\/jats:title>\n                  <jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>The rise of artificial intelligence (AI) has reshaped English as Foreign Language (EFL) instruction, offering new opportunities for language learning. While much of the existing research focuses on AI integration in classroom settings, limited research has explored EFL learners' autonomous engagement with AI beyond the classroom.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Objectives<\/jats:title>\n                    <jats:p>This study aims to address this gap by examining the relationships between EFL students' engagement in AI\u2010mediated informal digital learning of English (AI\u2010IDLE), growth mindset, foreign language enjoyment (FLE), and adaptability, while also exploring the factors that influence long\u2010term AI\u2010IDLE engagement.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>Employing an explanatory sequential mixed\u2010methods design, this study surveyed 357 Chinese EFL students and conducted 20 post\u2010survey interviews. Quantitative data were analysed using structural equation modelling with SPSS 26.0 and AMOS 26.0, while qualitative data were analysed thematically with MAXQDA 24.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results and Conclusions<\/jats:title>\n                    <jats:p>Quantitative results indicated that growth mindset has a significant direct effect on AI\u2010IDLE engagement, with adaptability serving as a robust mediator. However, FLE did not significantly mediate the relationship. Qualitative results highlighted the complex nature of long\u2010term AI\u2010IDLE engagement, shaped by both external factors and individual student characteristics.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1002\/jcal.70189","type":"journal-article","created":{"date-parts":[[2026,1,20]],"date-time":"2026-01-20T22:14:40Z","timestamp":1768947280000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":24,"title":["Investigating the Interplay of Chinese English as Foreign Language Learners' Growth Mindset, Enjoyment, Adaptability, and Engagement in\n                    <scp>AI<\/scp>\n                    \u2010Mediated Informal Digital Learning of English"],"prefix":"10.1002","volume":"42","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-4672-8481","authenticated-orcid":false,"given":"Yongliang","family":"Wang","sequence":"first","affiliation":[{"name":"School of Foreign Studies North China University of Water Resources and Electric Power  Zhengzhou China"}]},{"ORCID":"https:\/\/orcid.org\/0009-0008-0229-0108","authenticated-orcid":false,"given":"Yumeng","family":"Guo","sequence":"additional","affiliation":[{"name":"School of Foreign Languages and Cultures Nanjing Normal University  Nanjing China"}]}],"member":"311","published-online":{"date-parts":[[2026,1,20]]},"reference":[{"issue":"1","key":"e_1_2_12_2_1","first-page":"37","article-title":"The Dynamic Interplay Among EFL Learners' Ambiguity Tolerance, Adaptability, Cultural Intelligence, Learning Approach, and Language Achievement","volume":"5","author":"Alahdadi S.","year":"2017","journal-title":"DOAJ: Directory of Open Access Journals"},{"key":"e_1_2_12_3_1","doi-asserted-by":"publisher","DOI":"10.1177\/1362168819859921"},{"key":"e_1_2_12_4_1","doi-asserted-by":"publisher","DOI":"10.1177\/1362168820933190"},{"key":"e_1_2_12_5_1","doi-asserted-by":"publisher","DOI":"10.1002\/pits.23423"},{"key":"e_1_2_12_6_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.system.2025.103592"},{"key":"e_1_2_12_7_1","doi-asserted-by":"publisher","DOI":"10.1057\/9780230306790_2"},{"key":"e_1_2_12_8_1","doi-asserted-by":"publisher","DOI":"10.1111\/modl.12741"},{"key":"e_1_2_12_9_1","doi-asserted-by":"publisher","DOI":"10.1037\/13620-004"},{"key":"e_1_2_12_10_1","doi-asserted-by":"publisher","DOI":"10.3390\/bs14121134"},{"key":"e_1_2_12_11_1","first-page":"209","volume-title":"Handbook on Mixed Methods in the Behavioral and Social Sciences","author":"Creswell J. 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