1. Applied Linguistics (Language Teaching and Learning)
Mohammad Ghafouri; Jaleh Hassaskhah; Amir Mahdavi Zafarghandi; Masoud Khalili Sabet
Abstract
Psycho-emotional studies in second language (L2) contexts often focus on a bivariate view of well-being, separating positivity and negativity. However, Existential Positive Psychology (EPP) posits that well-being inherently involves navigating suffering and hardships. Addressing a gap in applied linguistics ...
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Psycho-emotional studies in second language (L2) contexts often focus on a bivariate view of well-being, separating positivity and negativity. However, Existential Positive Psychology (EPP) posits that well-being inherently involves navigating suffering and hardships. Addressing a gap in applied linguistics regarding EPP-informed perspectives on teacher well-being, this study explores the resilient mindset of Iranian L2 teachers using a sequential explanatory mixed-methods design. Quantitatively, 157 English teachers completed an EPP-driven resilience scale measuring existential facets of the concept, including toughness, responsibility, appreciation, mindfulness, meaning, and belief. Qualitatively, interviews with 17 teachers were analyzed using the SPARK model, which renders one’s resilience in disturbing moments through processing situations, perceptions, affects, reactions, and knowledge. Findings from multivariate analysis of variance and thematic analysis revealed that the teachers involved in the study exhibited moderate levels of existential resilience, with qualitative themes highlighting salient factors that contribute to shaping teachers’ resilience. These insights reflected the importance of an EPP framework in understanding teacher resilience and offered insights for subsequent practical endeavors for L2 teacher education focused on resilience promotion.
1. Applied Linguistics (Language Teaching and Learning)
Mohammad Ghafouri; Abdorreza Tahriri
Abstract
Understanding the role of positive emotions and their contributions to the learners’ overall academic success and well-being is of utmost importance. To this end, by following positive psychology and control-value theory, the researchers explored the relationship between two under-researched factors ...
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Understanding the role of positive emotions and their contributions to the learners’ overall academic success and well-being is of utmost importance. To this end, by following positive psychology and control-value theory, the researchers explored the relationship between two under-researched factors dwelling within the realm of L2 emotions and goal achievement, i.e., L2 grit and academic buoyancy. To this end, 263 junior high school students were surveyed via L2 grit and academic buoyancy scales. The results of the analyses of correlation, regression, and MANOVA revealed that L2 grit is significantly correlated with L2 buoyancy with the strong predictive power of its underlying components. Analyses also indicated that males and females significantly differ in their level of grit. The findings imply that acknowledging the presence of grit and academic buoyancy in language learners would possibly lead to positive outcomes.
