Exploring the Role of EFL Teachers' Interpersonal Behaviours in Students' Behavioural, Cognitive, and Emotional Engagement With GenAI: A PLS‐SEM Approach

ABSTRACT The present study investigates how EFL teachers' interpersonal behaviours (TIB)—autonomy support, structure (competence support), and involvement (relatedness support)—predict students' behavioural, cognitive, and emotional engagement in generative artificial intelligence (GenAI)‐mediated classrooms through the lens of Self Determination Theory (SDT). Survey data from 385 Chinese undergraduates were analysed using partial least squares structural equation modelling (PLS‐SEM). Results demonstrate that autonomy support and involvement consistently predict behavioural, cognitive, and emotional engagement, while structure primarily predicts behavioural and cognitive domains. With the structural model explaining 45% of the variance in engagement ( R 2 ≈ 0.45), the findings reaffirm that the motivational climate fostered by teachers remains indispensable despite the affordances of GenAI tools. This study extends SDT‐based research by revealing that teacher support mechanisms are recalibrated, not replaced, in GenAI‐enhanced classrooms, and highlights the enduring importance of human relational dynamics alongside technological innovation. The results emphasise the need for professional development that integrates GenAI literacy with interpersonal skills to help teachers sustain engagement and optimise learning in evolving educational environments.