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ABSTRACT This study investigated the effects of teacher interpersonal behaviours, peer collaboration, help‐seeking attitudes, academic engagement, learning outcome in technology‐supported collaborative EFL classrooms. Participants included 455 undergraduate students enrolled in EFL courses, who completed five validated questionnaires assessing teacher interpersonal behaviours, peer collaboration, help‐seeking attitudes, academic engagement, learning outcome. Data were analysed using SPSS v27 and AMOS v24. Correlational analyses revealed significant positive associations among all constructs, with teacher interpersonal behaviours, peer collaboration, and HSA positively related to both AE and learning outcome. Structural equation modelling confirmed that teacher interpersonal behaviours, peer collaboration, and HSA significantly predicted academic engagement, which in turn strongly predicted learning outcome. Direct effects of teacher behaviours and PC on learning outcome were also observed, whereas HSA exerted a smaller but significant influence. These findings highlight the critical role of supportive teacher‐student interactions, collaborative peer environments, and adaptive help‐seeking in fostering positive emotions and enhancing learning outcome in technology‐enhanced EFL contexts. The study underscores the importance of integrating emotional and interpersonal dimensions into technology‐supported pedagogy and offers implications for instructional design and teacher development.
Shaohua Zhang (Fri,) studied this question.