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This study investigates the interrelationships among pedagogies in Technology-Assisted Language Learning, teacher-student dynamics, and perceptions of learning outcomes within the context of English as a Foreign Language education. Utilizing a quantitative approach, we conducted a structural equation modeling analysis to explore these relationships among 834 EFL students. The findings reveal strong positive correlations between pedagogies and teacher-student dynamics, and between teacher-student dynamics and learning outcomes. Furthermore, pedagogies significantly predicts both teacher-student dynamics, and perceptions of learning outcomes. SPSS version 27 and AMOS version 24 were used for data analysis. The results indicate that effective technology integration and innovative pedagogical practices not only enhance teacher-student interactions but also foster positive perceptions of learning outcomes among students. These findings underscore the critical role of engaging and supportive learning environments in improving educational experiences. The study contributes to the field by providing empirical evidence that emphasizes the need for educators to adopt robust pedagogies in Technology-Assisted Language Learning strategies to optimize both interpersonal relationships and academic success. Future research should explore the long-term effects of TALL and investigate the influence of demographic variables on these relationships to further enhance our understanding of technology's role in language education.
