This study specifically investigates the initiation phase of EFL learners' engagement with AI tools, focusing on how technology acceptance constructs perceived usefulness (PU), perceived ease of use (PEOU), and perceived self-efficacy (PSE) influence learning resilience. Drawing on an optimized Technology Acceptance Model (TAM) and integrating constructs from positive psychology, the study examines the chain-mediated effects of learning motivation (LM) and metacognitive strategies (MS) on resilience outcomes, operationalized through optimism (OP), psychological resilience (PR), and growth mindset (GM). A survey of first-year English majors (N = 730) was conducted, and structural equation modeling was employed to analyze the data. The findings indicate that favorable perceptions of AI tools are significantly associated with enhanced LM and MS, which in turn positively impact resilience measures. These results suggest that the interplay between technology acceptance and internal regulatory processes is vital in shaping EFL learners' early experiences with AI-assisted learning. Practical implications for educators and researchers are discussed, with an emphasis on promoting user-friendly and effective AI environments to support the development of adaptive learning behaviors.