Reimagining EFL speaking classrooms: the transformative role of AI in mediating teacher immediacy and teacher–student rapport for students’ willingness to communicate

Adopting the framework of the holistic integration of AI in education, this experimental study was designed to use AI to mediate instead of replace human–human interactions in EFL speaking classrooms. A total of 70 high school students were sampled and randomly assigned to an AI group and a non-AI group, providing both quantitative and qualitative data for analysis. The findings indicate that (1) AI significantly improves perceived teacher immediacy, rapport, and willingness to communicate (WTC), (2) AI supports immediacy and rapport through the enhancement of human agencies, e.g. providing emotional safety and lowering speech anxiety, and (3) AI enhances WTC through both technological benefits and human agency empowerment effects. The findings also highlight AI’s role as a mediator that enhances human agency in educational contexts. This research provides theoretical insights and practical guidelines for integrating AI in EFL education, emphasising the importance of AI as a mediator in the holistic educational ecosystem.