The impact of teacher emotional support on students' engagement in AI-mediated English learning environments: The mediating role of resilience and self-efficacy

The integration of artificial intelligence (AI) in educational settings has sparked debates about the potential replacement of human teachers. While AI tools can provide personalized instruction and immediate feedback, the emotional support dimension of teaching may represent a domain where human teachers maintain a distinct advantage. This study investigated whether teacher emotional support remains a critical factor in students' engagement in AI-mediated English learning environments. Structural Equation Modeling using SPSS 27.0 and AMOS 26.0 was employed to analyze the relationships among teacher emotional support, self-efficacy, resilience, and classroom engagement through a quantitative survey of 603 college students studying English as a Foreign Language (EFL) in China. The results revealed that teacher emotional support significantly predicted students' classroom engagement both directly and indirectly. Self-efficacy and resilience mediated this relationship, with a sequential mediation effect also confirmed. These findings suggest that even in AI-mediated English learning, teacher emotional support remains a crucial factor influencing students' engagement, highlighting the irreplaceable role of human teachers in English education. Implications for developing blended teaching approaches that effectively integrate AI tools while preserving essential human elements are discussed.