On the Role of Perceived Teacher Support in Predicting <scp>EFL</scp> Learner Well‐Being in Artificial Intelligence ( <scp>AI</scp> )‐Based Context: The Mediating Roles of Self‐Efficacy and Resilience

ABSTRACT Within the changing perspective of artificial intelligence (AI) teaching, English as a Foreign Language (EFL) students normally face an extensive range of educational challenges and difficulties, which can put their well‐being at risk. Therefore, taking into account the elements that affect EFL students' well‐being is crucial. Teachers' support might not be overlooked because of the valuable effect of teachers on learners' psychological states. Simultaneously, mental factors like self‐efficacy and resilience are extensively accepted as crucial predictors of educational achievement. Nevertheless, comprehending the way they influence well‐being in AI‐based settings is a sphere of increasing academic interest. Guided by Self‐Determination Theory (SDT) and employing structural equation modelling (SEM), the research examined how teacher support influences students' well‐being, with self‐efficacy and resilience acting as mediators in AI‐based settings. The data collected from 373 college learners indicate that teacher support is a strong predictor of well‐being, and likewise, resilience and self‐efficacy were found to have a mediating effect in this connection, stressing their effects on improving resilience and self‐efficacy, thus improving learners' well‐being. Importantly, self‐efficacy appeared as a powerful and more permanent mediator than resilience, underscoring its critical role in empowering students to use AI tools confidently and persevere in digital language activities.