Against the backdrop of the rapid development of generative artificial intelligence, artificial intelligence (AI) tools have gradually become important resources for adult learners of Chinese in extracurricular learning, self-directed practice, and immediate feedback. Focusing on adult learners of Chinese in the United Kingdom, this study constructs an integrated analytical framework based on the Technology Acceptance Model (TAM) and Self-Determination Theory (SDT). A questionnaire survey was used to collect 210 valid responses, and construct-level structural path analysis was conducted to examine the mechanisms through which AI tool use influences continuance intention in Chinese learning. The results show that perceived ease of use has a significant positive effect on perceived usefulness, and perceived usefulness further has a significant positive effect on continuance intention. In addition, autonomy need satisfaction, competence need satisfaction, and relatedness need satisfaction all have significant positive effects on autonomous motivation, which in turn significantly promotes continuance intention. In terms of mediation effects, perceived ease of use indirectly influences continuance intention through perceived usefulness, as well as through competence need satisfaction and relatedness need satisfaction. It also exerts significant indirect effects through autonomous motivation, whereas the indirect effect of autonomy need satisfaction is not statistically significant. The findings indicate that adult learners of Chinese are jointly influenced by technological-cognitive factors and motivational-psychological factors in their willingness to continue using AI tools. The technology acceptance path plays a more direct role, while the motivational path provides complementary explanatory power. This study argues that AI tools can become sustainable resources for Chinese learning only when they are easy to use, genuinely useful, and capable of enhancing learners’ sense of competence, perceived support, and active engagement.
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Share and Cite
Zang, Z. (2026) The Impact of AI Tool Use on Continuance Intention among Adult Learners of Chinese in the United Kingdom: An Empirical Study Based on an Integrated TAM-SDT Model. Scientific Research Bulletin, 3(2), 38-48. https://doi.org/10.71052/srb2024/JCDX7497