Self‐Efficacy and Perceived Teacher Support of EFL Students in Predicting Their Engagement and Well‐Being in Artificial Intelligence‐Enhanced Settings

ABSTRACT Artificial Intelligence (AI) significantly affects professional and individual domains, underscoring the importance of learners having a basic understanding of AI. Making learners ready to work alongside AI remains a complex objective. Building on existing Positive Psychology (PP) research, this research emphasizes the importance of external elements like teacher support and internal elements such as self‐efficacy in influencing learners' well‐being and engagement. As a result, this research examines the correlation between English as a Foreign Language (EFL) learners' perceived teacher support and self‐efficacy to predict their well‐being and engagement in AI‐enhanced learning settings. This investigation offers valuable perspectives on how teacher support can be utilized to enhance learning results in AI‐enhanced settings. The research tackles these shortcomings by analysing how these factors interact and impact learners' results, highlighting their roles in fostering well‐being and engagement. To reach this aim, 385 learners attended and answered the four scales but among them, 353 questionnaires were valid. These findings revealed that both efficacy and teacher support were significant predictors of engagement, jointly predicting 53.6% of its variance in AI‐enhanced settings. They were also significant predictors of well‐being, jointly explaining 24.6% of the variance. In both cases, efficacy showed a higher beta value, indicating that it is the best predictor of both engagement and well‐being. The findings suggest that an effective approach that integrates teacher support, self‐efficacy enhancement tasks, and AI tools creates a favourable learning setting that deals with both cognitive and emotional aspects. The research concludes with implications and suggestions for subsequent studies.