Giving Away the Immersive L2 Learning Experiences in GenAI ‐Mediated Contexts: The Contributions of Cognitive and Affective Factors

Abstract

ABSTRACT Immersive learning plays a crucial role in effective second language (L2) acquisition, but many learners face limited opportunities to interact with native speakers. While existing research highlights the importance of immersion in L2 learning, there is still a gap in understanding how Generative AI (GenAI) can provide greater access to such immersive environments. This study aims to address this gap by exploring the factors influencing immersion in GenAI‐mediated L2 learning. Drawing upon the cognitive‐affective model of immersive learning, the control‐value theory, and the technology acceptance model, the study examined the impact of cognitive factors (e.g., perceived ease of use and perceived usefulness) and affective factors (e.g., enjoyment and boredom) on immersion, using a sample of 460 Chinese college L2 learners. Structural equation modelling with Amos 24 was applied to analyse the data, yielding several key findings. (i) Perceived ease of use positively predicted perceived usefulness and enjoyment but had no direct effect on immersion or boredom. (ii) Perceived usefulness positively influenced immersion and enjoyment while negatively affecting boredom. (iii) Enjoyment was a positive predictor of immersion, whereas boredom had no significant effect. (iv) Mediation analysis revealed that perceived ease of use indirectly predicted immersion through perceived usefulness and enjoyment but not through boredom or in combination with perceived usefulness. The study concludes with implications for practice and suggestions for future research.

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