| Sumario: | Background: The rise of artificial intelligence (AI) has reshaped English as Foreign Language (EFL) instruction, offering new opportunities for language learning. While much of the existing research focuses on AI integration in classroom settings, limited research has explored EFL learners' autonomous engagement with AI beyond the classroom. Objectives: This study aims to address this gap by examining the relationships between EFL students' engagement in AI‐mediated informal digital learning of English (AI‐IDLE), growth mindset, foreign language enjoyment (FLE), and adaptability, while also exploring the factors that influence long‐term AI‐IDLE engagement. Methods: Employing an explanatory sequential mixed‐methods design, this study surveyed 357 Chinese EFL students and conducted 20 post‐survey interviews. Quantitative data were analysed using structural equation modelling with SPSS 26.0 and AMOS 26.0, while qualitative data were analysed thematically with MAXQDA 24. Results and Conclusions: Quantitative results indicated that growth mindset has a significant direct effect on AI‐IDLE engagement, with adaptability serving as a robust mediator. However, FLE did not significantly mediate the relationship. Qualitative results highlighted the complex nature of long‐term AI‐IDLE engagement, shaped by both external factors and individual student characteristics. Summary: What is already known about this topic: Growth mindsets and enjoyment are closely related to students' foreign language acquisition.With advancements in technology, students are increasingly exploring the use of AI for English learning outside the classroom.Enjoyment serves as the predictor of AI‐IDLE engagement. What this paper adds: Growth mindset directly affects AI‐IDLE engagement, with adaptability acting as a mediator.FLE does not have a significant mediating effect on the relationship between growth mindset and AI‐IDLE engagement.Long‐term AI‐IDLE engagement is shaped by both external factors and individual student characteristics Implications for practice and/or policy: Students should cultivate a growth mindset to embrace challenges and stay motivated in AI‐driven language learning.Educators should encourage students to set clear, long‐term language learning goalsEducators can use love pedagogy to build students' emotional resilience for sustained AI engagement.Assessments should focus on adaptive thinking and error analysis rather than solely on numerical scores.
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