Abstract
This study investigates the role of L2 self-identity and the authenticity gap in predicting Chinese EFL learners’ behavioral intention to use generative AI (GenAI) tools for language learning. A total of 537 participants were invited to complete a questionnaire survey. Data were analyzed using SPSS 23.0 for descriptive statistics and normality tests, and Smart-PLS 4.0 for structural equation modeling. The results indicated that perceived ease of use did not directly predict learners’ behavioral intention. In contrast, instrumental promotion, learning experience, cultural interest, and the authenticity gap significantly predicted both perceived usefulness and perceived ease of use. Furthermore, perceived ease of use significantly predicted perceived usefulness, and both perceived usefulness and attitudes toward GenAI tools significantly predicted learners’ behavioral intention. These findings highlight the critical role of L2 self-identity and the authenticity gap in shaping learners’ engagement with AI-driven language learning, offering both theoretical insights and practical guidance for integrating GenAI tools into educational contexts.