Examining the Role of Teacher–Student Rapport and Teacher Immediacy Behaviours on Learners' Engagement and Well‐Being in Technology‐Enhanced Settings

ABSTRACT As technology is gradually embedded in academic contexts, understanding the relational dynamics that sustain students' achievement in Technology‐Enhanced Learning (TEL) settings has become critical. This study explores how teacher–student rapport (TSR) and teacher immediacy behaviours influence learners' engagement and well‐being in TEL environments. Drawing on theoretical perspectives from educational psychology and instructional communication, data were collected from 381 university students using four validated instruments measuring perceived teacher immediacy, TSR, engagement, and well‐being. By running Structural Equation Modelling (SEM), the results indicated that both teacher immediacy behaviours and rapport significantly predicted engagement and well‐being of learners in a TEL context, with TSR acting as a more powerful predictor. The findings highlight the importance of relational teaching practices even in TEL contexts to foster inclusive, engaging, and supportive learning environments.