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Abstract

The rapid growth of AI-integrated online English learning platforms, particularly those operating under subscription-based business models, has created an urgent need to understand why learners continue to use these platforms after the initial trial period. Accordingly, this study examines the determinants of learners’ continuance intention to engage in online English learning via AI-integrated platforms. A cross-sectional survey design was employed, yielding 721 observations from learners who had used and/or were currently using AI-integrated online English learning platforms. Structural equation modeling was applied to test the research hypotheses. The results indicate that the proposed model demonstrates a good fit to the data and that the hypothesized relationships are statistically significant. Specifically, performance expectancy, effort expectancy, and social influence positively affect continuance intention. Facilitating conditions exert both a direct effect on continuance intention and an indirect effect by enhancing satisfaction. Trust in AI positively influences satisfaction, and satisfaction emerges as a key predictor driving learners’ continuance intention to use AI-integrated English learning platforms‎.

Keywords: AI-integrated platforms, Continuance intention for English learning, Satisfaction, UTAUT

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