This qualitative study explored how undergraduate EFL students experience mattering and anti-mattering within their academic relationships, particularly in interactions with their instructors. Using a post-intentional phenomenological framework, the research examined the nuanced, lived realities of recognition and neglect in higher education. Data were gathered through in-depth narrative interviews with undergraduate EFL students, and six themes were constructed to capture the relational complexity of these experiences. Findings revealed that mattering was most often experienced through subtle but consistent forms of recognition—such as dialogic feedback, name recall, or personalized engagement—that affirmed students’ academic presence and identity. Conversely, anti-mattering emerged through cumulative experiences of silence, absence, and emotional distancing, particularly in contexts where students felt vulnerable or marginalized. Notably, some participants described moments of reclaiming mattering through acts of self-advocacy, suggesting that mattering is not merely given but also constructed. The study contributes to existing literature by demonstrating how mattering functions not only as a psychological construct but as a relational, interactional, and institutional process. It underscores the emotional consequences of anti-mattering and highlights the transformative potential of relational teaching practices. Practical recommendations are offered for instructors, institutions, and curriculum designers to foster recognition-rich environments. Finally, the study calls for further research on mattering across diverse linguistic, cultural, and disciplinary contexts to better understand how students navigate visibility, engagement, and belonging in academic spaces.