The Dual Forces of AI: How Generative AI and Perceived AI Dependency Influence Fear of Missing Out (FoMO) and EFL Students' Vocabulary Acquisition

Abstract

This study examines how artificial intelligence (AI) integration in language learning influences psychological and cognitive outcomes among English as a Foreign Language (EFL) learners. Specifically, it investigates the effects of perceived AI dependency, ethical concerns, and generative AI usage on Fear of Missing Out (FoMO), reading comprehension measured by reading strategies scale, and vocabulary acquisition, while considering the moderating role of digital burnout. A cross-sectional survey design was employed with n = 450 EFL learners, and data were analyzed using partial least squares structural equation modeling (PLS-SEM) to assess both direct and mediated relationships. The findings reveal that AI-related factors significantly predict higher FoMO, which in turn negatively impacts reading comprehension. While reading comprehension strongly supports vocabulary acquisition, digital burnout weakens this relationship. The study highlights the dual nature of AI in education, facilitating learning outcomes while simultaneously contributing to psychological strain. These results underscore the importance of balanced AI integration in language learning, emphasizing the need for strategies that mitigate digital anxiety and burnout. Theoretical implications extend research on technology-mediated learning by identifying FoMO as a critical affective pathway in AI-driven educational contexts. Practical recommendations include incorporating digital wellness practices alongside AI tools to optimize learning benefits while minimizing adverse psychological effects.

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