Enhancing EFL Students' Resilience in Artificial Intelligence‐Based Settings
The Power of Teacher Immediacy and Teacher‐Student Rapport
Datos Bibliográficos
| ID | 21445647 |
|---|---|
| Autores | Ling Han (0000-0002-3088-0374, College of Foreign Studies Hebei Normal University Shijiazhang Hebei China), Changlin Li (0000-0003-2449-567X, Academic Affairs Office Hebei Minzu Normal University Chengde Hebei China, autor de correspondencia) |
| Año | 2026 |
| Volumen | 61 |
| Número | 1 |
| Fecha de publicación | 2026-03-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | European Journal of Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0141-8211 • E-ISSN: 1465-3435 |
| Editorial | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/ejed.70533 |
| OpenAlex | W7130648890 |
| Idioma | EN |
| Referencias citadas | 62 |
As artificial intelligence (AI) continues to transform educational environments, understanding the affective dimensions of teaching becomes increasingly vital, particularly in fostering English as a Foreign Language (EFL) students' success. Resilience is gradually considered a key factor in student success, especially within AI‐based settings. Among the affective factors influencing resilience, the interpersonal role of educators, specifically teacher immediacy and Teacher‐Student Rapport (TSR), plays a critical role in enhancing learners' outcomes. This study investigates the impact of teacher immediacy and TSR on the resilience of EFL students in AI‐enhanced learning environments. To this end, the research surveyed 443 EFL university learners from China engaging in AI‐based English instruction. Participants completed validated scales assessing perceived teacher immediacy, TSR, and learners' resilience. Based on structural equation modelling (SEM), TSR and teacher immediacy can considerably predict learners' resilience levels. However, TSR emerged as the stronger predictor. The results highlight the significant impact of emotional and relational dynamics in AI‐based language learning environments. Despite the technological interface, based on the results, it can be stated that human relationships remain vital, even in this setting, indicating that teacher immediacy and TSR help learners manage difficulties, adjust to new teaching situations, and achieve greater success
Foreign language teaching · Higher education · Immediacy · Interpersonal communication · Interpersonal relationship · Power (physics) · Psychological resilience · Resilience (materials science) · Advanced Technologies in Various Fields · Communication in Education and Healthcare · E-Learning and COVID-19
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The Effects of Using AI Tools on Critical Thinking in English Literature Classes Among EFL Learners
Fostering Engagement in AI ‐Mediate Chinese EFL Classrooms
A Phenomenological Study on the Role of Teacher Communication Behaviours in High School Students' Willingness to Attend AI ‐Enhanced Classrooms
Learning Motivation and Digital Literacy in AI Adoption for Self‐Regulated English Learning
Modelling Generative AI Acceptance, Perceived Teachers' Enthusiasm and Self‐Efficacy to English as a Foreign Language Learners' Well‐Being in the Digital Era
Visiting the studies of resilience in language learning
The Relationship Between Selected Immediacy Behaviors and Cognitive Learning
Leveraging translanguaging in GenAI-enhanced language classes
Unveiling the Relationship Between Students’ Perceived Support by Significant Others and Academic Achievement in English Learning
On the relationship between EFL students' attitudes toward artificial intelligence, teachers' immediacy and teacher-student rapport, and their willingness to communicate
Intersections between cognitive‐emotion regulation, critical thinking and academic resilience with academic motivation and autonomy in EFL learners
Exploring the relationship between students' perceived teacher support, empathy and boredom in English learning
The Academic Resilience Scale (ARS-30)
| Velocidad de citación | historical |
|---|---|
| Altamente citado | No |