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This research examines how teacher competence and AI integration improve student motivation in EFL, indicating the role of engagement and psychological well-being.
Abstract Student motivation is crucial in EFL learning, yet little research has examined the combined effects of teacher competence, psychological well-being, engagement, and technology. This study investigates how English teacher competence influences student motivation while exploring the mediating roles of English learning flourishing and engagement, and the moderating effect of AI integration. Data from 467 Chinese higher education students were analyzed using structural equation modeling in SMART-PLS. The results reveal that teacher competence significantly enhances student motivation both directly and indirectly through flourishing and engagement. Moreover, AI integration strengthens these effects, highlighting technology’s potential to enrich the language learning experience. Contributing to self-determination theory, the study underscores how psychological well-being, engagement, and technological support interact to sustain motivation. These findings offer practical insights for educators and institutions, stressing the importance of teacher training, engagement-focused pedagogy, and AI-enhanced learning strategies in optimizing student motivation in EFL contexts.
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Chen et al. (2025) studied this question.
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