Enhancing EFL Students' Resilience in Artificial Intelligence‐Based Settings: The Power of Teacher Immediacy and Teacher‐Student Rapport

ABSTRACT 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.