probing into the effects of teacher support on efl learners’ self-esteem, resilience, academic enjoyment, and academic achievement

The current research aims to investigate the effect of teacher support (ts) on efl learners’ academic achievement, self-esteem, resilience, and academic enjoyment (ae). eighty-four efl students from a turkish context participated in the study and were randomly divided into a control (n=48) and an experimental group (n=46). the standardized instruments, including the academic achievement test, rosenberg’s self-esteem scale, davidson’s academic enjoyment scale, and cassidy’s academic resilience scale, were utilized to collect data. the impact was measured by administering pretests and posttests and employing a quantitative research methodology with a pretest/posttest design for the research. the results demonstrated significant effects of ts on all variables in question. the experimental group (eg) demonstrated significant improvements in self-esteem, resilience, and ae, with effect sizes ranging from medium to large. additionally, the experimental group (eg) significantly outperformed the control group (cg) in academic achievement. these findings emphasize the importance of ts in improving efl learners’ academic and psychological qualifications and underpin a dire necessity of cultivating supportive and stimulating learning environments that prioritize autonomy, structure, and engagement. implementing effective instructional practices may improve students’ academic achievement and emotional welfare. the study’s implications provide an understanding of integrating positive teacher-student interaction and support for positive psychology in the foreign language curriculum design and materials development.