Uncovering the Role of Teacher‐Student Rapport in Fostering <scp>EFL</scp> Students' Willingness to Communicate and Engagement in Digital Learning Context

ABSTRACT In digital English as a Foreign Language (EFL) classrooms, fostering effective communication and sustained learner engagement remains a central pedagogical challenge. Likewise, Willingness to Communicate (WTC) is pivotal to language development. In digital contexts, where isolation and diminished social presence can suppress communicative behaviours, teacher–student rapport (TSR) may serve as a catalyst for enhancing learner interaction and motivation. However, limited empirical research has explored how TSR influences WTC and engagement specifically within digital EFL environments in China, revealing a critical research gap. As a result, this research inspects the pivotal role of TSR in boosting EFL learners' WTC and engagement in digital learning contexts within a Chinese educational context. Grounded in Positive Psychology (PP) and the interpersonal approach to language learning, the study employed structural equation modelling (SEM) to analyse data from 460 EFL students enrolled in digital English courses across Henan province. Data were collected using three validated instruments measuring rapport, WTC and engagement, all adapted for cultural and contextual relevance. The results of structural equation modelling (SEM) revealed that TSR was a significant predictor of both WTC and engagement in EFL students. These findings underscore the transformative potential of supportive teacher–student relationships in digital EFL settings, offering insights for EFL learners' stakeholders. By fostering interpersonal connectedness, educators can elevate participation and communication efficacy in virtual classrooms. Theoretically, this study contributes to the growing body of literature on PP in language education by empirically validating the power of TSR in improving communicative behaviours and student engagement in digital settings. The study's implications highlight the need for culturally responsive pedagogical strategies to strengthen TSR and facilitate communicative competence in Chinese EFL learners.