IntroductionThe present study aims at investigating the relationship between student-perceived teacher support and their L2 engagement through the mediating role of academic buoyancy in EFL contexts.MethodsIn doing so, a group of 415 Chinese EFL learners were recruited to complete three closed-ended questionnaires, assessing the levels of teacher support, academic buoyancy and L2 engagement. Besides, 48 students were invited to respond to an open-ended questionnaire to triangulate the quantitati