<![CDATA[This study examined undergraduate EFL students’ perceptions of Artificial Intelligence (AI) in English learning and their statistical association with general English learning motivation. A quantitative correlational design involved 90 undergraduate EFL students from a higher-education institution in Indonesia who had used AI-supported tools for English learning. Data were collected through a questionnaires measuring AI perceptions and general English learning motivation and were analysed using descriptive statistics and simple linear regression. Students reported a High level of AI perceptions (M = 4.12, SD = 0.56). Regression analysis identified a significant positive association between AI perceptions and learning motivation (R = 0.684, R² = 0.468, adjusted R² = 0.462, F(1, 88) = 77.41, p < .001). AI perceptions accounted statistically for 46.8% of the variance in reported learning motivation within the sample. Students with more favourable AI perceptions tended to report stronger motivation to learn English. The association does not establish a causal effect because both variables were measured at the same time. AI-supported resources may complement EFL teaching when used purposefully and responsibly with teacher guidance]]>
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