ABSTRACT Guided by Self‐Determination Theory, this mixed‐methods study investigates how professor‐student rapport, grit and motivation affect engagement among Chinese university students learning English. Quantitative data were collected from 721 students through self‐report questionnaires, and qualitative data were obtained through semi‐structured interviews with 20 learners. Quantitative data were analysed using SPSS 27.0 and AMOS 26.0, while qualitative interview data were examined through thematic analysis in NVivo. Structural Equation Modelling revealed that professor‐student rapport significantly predicted grit, motivation and engagement. In addition, both grit and motivation positively predicted engagement, and mediation effects were observed. Interview findings further supported these relationships, highlighting the motivational and emotional processes underlying students' engagement in AI‐supported learning. The study extends Self‐Determination Theory into the context of AI‐assisted language learning and offers practical implications for fostering student engagement through relational and motivational support in digitally enhanced classrooms.
HE Guang-hui (Mon,) studied this question.