The use of technology in language learning is an emerging research field, especially in terms of how learners’ attitudes and acceptance of technology affect the process and experiences of language acquisition. This study seeks to evaluate the role of Generative AI (GenAI) tools in enhancing foreign language proficiency and to explore the motivational factors influencing their adoption and success. Utilizing the Technology Acceptance Model (TAM), this study explores the role of GenAI in foreign language learning among Chinese students. A cross-sectional survey design was utilized to collect data from 548 Chinese university students who use GenAI tools for foreign language learning in and outside the English as a Foreign Language (EFL) classroom. Questionnaires were collected on three respective scales: the Foreign Language Motivation Scale (FLMS) , the Foreign Language Proficiency Scale (FLPS) , and the AI Technology Acceptance for Foreign Language Learning Scale (ATA-FLLS) . Data were analyzed through descriptive statistics, correlation analysis, path analysis, and structural equation modeling (SEM) to explore the relationships between ATA-FLL, FLP, and FLM. The findings demonstrated that positive relationships between perceived usefulness (PU) and perceived ease of use (PEOU) have a significant impact on Foreign Language Proficiency (FLP). Also, results reveal that self-efficacy (SE) mediated the relationship between PEOU and FLP, which indicates the subtle interplay between the factors of the Technology Acceptance Model (TAM) and psychological mediators; those factors collaboratively contribute to students’ foreign language achievement.