["European Journal of Education, Volume 61, Issue 3, September 2026. ", "\nABSTRACT\nTeacher‐student interpersonal behaviour, such as care, clarity and confirmation are crucial for EFL students' willingness to communicate (WTC). However, the rise of artificial intelligence has blurred traditional teacher‐student boundaries, and the specific mechanism of teacher‐student relationship under these tech‐rich environments remains unclear. To bridge these gaps, this study aims to analyse EFL students' understanding of teachers' care, clarity and confirmation and how these factors shape their WTC in AI‐enhanced speaking classrooms versus traditional classrooms. A cohort of EFL college students (N = 21) participated in the study. Employing Q methodology combined with retrodictive qualitative modelling, the analysis identified three distinct learner profiles: Clarity‐Oriented Learners, Emotion‐Driven Learners and Teacher‐Centred Learners. Qualitative interviews further emphasize the irreplaceable significance of teachers' interpersonal behaviours in both instructional contexts and reveal the complexity of students' WTC. The study provides theoretical insights into how teacher interpersonal behaviours influence EFL students' WTC in AI‐enhanced classrooms and challenges the view of AI as a substitute for human teachers. It also helps to guide personalized instruction and professional development by emphasizing the integration of emotional support and technological skills.\n"]