A Structural Model of EFL Learners' Behavioural Engagement in AI‐Enhanced Classrooms: The Predictive Roles of Teacher Interpersonal Behaviours, Emotional Engagement, Perceived Classroom Support, and Technology Acceptance

ABSTRACT In modern AI‐powered educational environments, understanding the relational dynamics between teachers and students is essential to fostering effective learning experiences. This study aims to investigate the relationship between teacher interpersonal behaviours and students' emotional engagement, perceived classroom support, technology acceptance, and behavioural engagement in AI‐enhanced classrooms. Using a quantitative, correlational research design, data were collected from 500 secondary school students through validated questionnaires measuring each of the five constructs. Structural equation modelling (SEM) was used to assess the direct and indirect effects among variables. The findings indicate that teacher interpersonal behaviours positively influence emotional engagement and perceived support, which in turn enhance students' acceptance of technology and active behavioural engagement. The findings highlight the need for professional development programs that emphasise interpersonal skill development for teachers operating in AI‐mediated learning environments.