<b>The Impact of Teacher Support on EFL Learners</b><b>’</b><b>Willingness to Engage in Human-AI Collaborative Writing</b>

Groundedin the integrated theoretical framework of the Stimulus - Organism - Response (S - O - R) model and the Technology Acceptance Model (TAM), the study proposes the impact mechanism of teacher support on EFL learners’ willingness to engage (WTE) in human - AI collaborative writing. The research involved 503 Chinese university EFL learners who had experienced a semester of AI - assisted writing instruction. Self - report questionnaires were utilized to measure the variables, and descriptive and regression analyses were performed to examine the relationships among them.The results reveal that perceived teacher support directly and positively influences EFL learners’ WTE in human - AI collaborative writing. It also indirectly affects WTE through the independent mediating roles of technology acceptance and task flow. Furthermore, technology acceptance and task flow exhibit a chain - mediating effect between perceived teacher support and WTE. These findings offer valuable insights for EFL acquisition and instruction in AI - based collaborative writing contexts.本研究以刺激-机体-反应（Stimulus-Organism-Response, S-O-R）模型与技术接受模型（Technology Acceptance Model, TAM）的整合理论框架为基础，探究教师支持对英语作为外语（English as a Foreign Language, EFL）学习者参与人机协作写作意愿（Willingness to Engage, WTE）的影响机制。研究纳入503名经历了一学期人工智能辅助写作教学的中国高校英语外语学习者，采用自评问卷对各变量进行测量，并通过描述性分析与回归分析检验变量间的关联关系。研究结果显示，感知教师支持对英语外语学习者参与人机协作写作的意愿具有显著正向直接影响；同时可通过技术接受与任务流的独立中介作用间接作用于该参与意愿。此外，技术接受与任务流在感知教师支持与参与意愿之间还存在链式中介效应。本研究结论可为人工智能协作写作场景下的英语外语习得与教学实践提供颇具价值的参考依据。