The paper titled "The role of learner character strengths and classroom emotions in L2 resilience" by Fakieh Alrabai and Abdullah Alamer, focuses on investigating how language learners' character strengths, particularly trait emotional intelligence (TEI) and effort, influence positive and negative classroom emotions, and how these, in turn, affect resilience in language learning.
The purpose of the study is to examine a comprehensive, theory-driven model that explains the relationships between TEI, effort, classroom emotions (enjoyment, anxiety, boredom), and L2 resilience. The study seeks to understand how these variables interact within a positive psychology framework and contribute to resilience in language learning.
The research methodology employed in the study involves the use of partial least squares structural equation modeling (PLS-SEM) to test the proposed relationships. The study surveyed 484 Saudi undergraduate students studying English at a public university, using a variety of established scales to measure TEI, effort, enjoyment, anxiety, boredom, and resilience.
Key findings of the study reveal that while TEI does not directly influence L2 resilience, it does so indirectly through its impact on classroom emotions, particularly by regulating negative emotions such as anxiety and boredom. Effort, on the other hand, has a more significant direct effect on L2 resilience, and it also influences resilience indirectly through its effects on positive and negative emotions. Enjoyment was found to have the strongest direct positive effect on resilience, while boredom negatively impacted resilience, often mediated by enjoyment.
The study concludes that L2 resilience is significantly influenced by learner character strengths and emotions. TEI contributes to resilience primarily by helping learners manage negative emotions, while effort directly enhances resilience and fosters positive emotions like enjoyment. The findings underscore the importance of fostering positive emotions and managing negative ones in educational settings to enhance L2 resilience. The study also highlights the complex interplay between emotions and character strengths in language learning and suggests practical implications for educators to support students' emotional and psychological well-being in the classroom.