A Structural Model of EFL Learners' Behavioural Engagement in AI‐Enhanced Classrooms

The Predictive Roles of Teacher Interpersonal Behaviours, Emotional Engagement, Perceived Classroom Support, and Technology Acceptance

Bibliographic Data

ID21446232
AuthorsAigui Wang (0009-0003-3698-6553, School of Marxism Suzhou University of Science of Technology Suzhou P. R. China), Hongwu Yang (0009-0006-1401-451X, School of Foreign Languages and Cultures Suzhou University of Science of Technology Suzhou P. R. China, corresponding author), Mehmet Şengül (0000-0002-6661-2953, School of Foreign Languages Ankara Hacı Bayram Veli University Yenimahalle/ANKARA Turkey)
Year2026
Volume61
Issue1
Publication date2026-03-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEuropean Journal of Education (JOURNAL)
Journal identifiersISSN: 0141-8211 • E-ISSN: 1465-3435
PublisherWiley (PUBLISHER • GB)
DOI10.1111/ejed.70441
OpenAlexW7119514138
LanguageEN
References cited64

In modern AI‐powered educational environments, understanding the relational dynamics between teachers and students is essential to fostering effective learning experiences. This study aims to investigate the relationship between teacher interpersonal behaviours and students' emotional engagement, perceived classroom support, technology acceptance, and behavioural engagement in AI‐enhanced classrooms. Using a quantitative, correlational research design, data were collected from 500 secondary school students through validated questionnaires measuring each of the five constructs. Structural equation modelling (SEM) was used to assess the direct and indirect effects among variables. The findings indicate that teacher interpersonal behaviours positively influence emotional engagement and perceived support, which in turn enhance students' acceptance of technology and active behavioural engagement. The findings highlight the need for professional development programs that emphasise interpersonal skill development for teachers operating in AI‐mediated learning environments

Interpersonal communication · Interpersonal relationship · Professional development · Social skills · Structural equation modeling · Student engagement · E-Learning and COVID-19 · Technology-Enhanced Education Studies · Technostress in Professional Settings

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