Innovation in Language Learning

Artificial Intelligence is increasingly integrated into language learning as a tool to personalise instruction and meet diverse student needs. This study aims to explore the motivational factors driving English as a Foreign Language students to use AI chatbots for learning and how this motivation influences their perceptions of language improvement and academic performance. Drawing on Self-Determination Theory (Deci & Ryan, 2000; Deci & Ryan, 2008) and self-efficacy theory (Bandura, 1997), the research examines how students view intrinsic motivation through autonomy, competence, and relatedness under the adoption of AI tools. A quantitative approach was employed, using a 34-item structured Likert-scale questionnaire administered to 52 final-year English major students at Tra Vinh University, Vietnam. The findings reveal that students demonstrate active control, autonomy, and purposeful use of AI chatbots, reporting improvements in language skills, increased confidence, and greater learning engagement. However, perceptions of social connection and relatedness, such as peer discussion, group learning, and feeling supported, scored lower than other motivational dimensions. In contrast, students expressed moderately high outcome expectations, indicating that they believe regular chatbot use can improve English test performance and overall language achievement. This contrast suggests that while AI chatbots effectively enhance individual motivation and academic aspirations, they may engage less in fostering collaborative learning or a shared learning community. The study contributes to the growing body of knowledge on emerging technologies in EFL contexts and offers practical implications for educators aiming to make use of AI to support student autonomy, academic confidence, and performance.