Abstract
While prior studies provide valuable insights into the role of teacher talk and its impact on learning outcomes, there remains a need for further research on how contextual factors may interact with student perceptions to influence language learning. This study explores how students' perceptions of teacher talk influence their English language learning outcomes, focusing on the mediating roles of student enjoyment and emotional exhaustion, as well as the moderating role of self-efficacy. The research involved a cross-sectional survey with 357 university students, and the data were analyzed using structural equation modeling (SEM). Findings affirm that mindful perceptions of teacher talk enhance students' enjoyment level thus the achievement of better English language learning. On the other hand, negative perceptions result in a condition known as the emotional exhaustion which has negative influence on learning experience. Contrasting with emotional exhaustion, student self-efficacy was established to moderate interaction with enjoyment and increase the impact of advantage on language attainment. Such results emphasize the necessity of constructing positive and stimulating teacher-student communication as well as the enhancement of student's perceived self-efficacy.