Associations between Iranian EFL Learners’ Academic Buoyancy, L2 Grit, Ideal L2 Self, Teacher–Student Relationship, and Language Achievement: A Structural Equation Modeling Approach

مقالات آماده انتشار

نوع مقاله : مقالات علمی پژوهشی

نویسندگان
Fatemeh Mardian 1
Sasan Baleghizadeh 2
1 Ph.D. candidate of TEFL, English Language and Literature, Faculty of Letters and Human Sciences, Shahid Beheshti University, Tehran, Iran
2 Professor, English Language and Literature, Faculty of Letters and Human Sciences, Shahid Beheshti University, Tehran, Iran
10.48311/LRR/lrr.2025.114554.0
چکیده
Research has shown that language learners draw on various capacities to achieve success during the long and tedious process of language learning. Factors such as buoyancy, grit, and motivation have been found to facilitate the process of language learning. This study aims to empirically examine the associations between academic buoyancy, second language (L2) grit, ideal L2 self, teacher-student relationship, and L2 achievement. The participants were 140 undergraduate Iranian English as foreign language (EFL) learners selected using convenience sampling. Data were collected through a questionnaire and were analyzed utilizing a structural equation modelling approach. Several results were obtained: (a) a significant correlation was found between academic buoyancy and L2 grit of Iranian of EFL learners, (b) there was a positive relationship between L2 grit and EFL learners’ ideal L2 self, and (c) academic buoyancy was found to be a mediator; it positively mediated the relationship between ideal L2 self, L2 grit, and teacher-student relationship with L2 achievement. The study concludes that teachers are important agents who can help learners achieve their desired academic goals by fostering their buoyancy and grit, as well as develop positive relationships leading to enhanced personal growth and increased success in academic life. 

کلیدواژه‌ها

موضوعات

جستارهای زبانی

مقالات آماده انتشار، پذیرفته شده
انتشار آنلاین از 23 مهر 1404