Teaching English Language

Teaching English Language

To Boldly Go in Distance Language Learning: A Picture of Nexus Between Academic Resilience, Academic Buoyancy, Learner Self-Efficacy, Learner Enjoyment, and Academic Well-Being

Document Type : Original Article

Authors
Ehsan Namaziandost 1
Tahereh Heydarnejad 2
Afsheen Rezai 3
Hossein Kargar Behbahani 4
1 PhD in Applied Linguistics (TEFL); 1) Department of General Courses, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran 2) Department of English Language Teaching, Ahvaz Branch, Islamic. Azad University, Ahvaz, Iran
2 Department of English Language, Faculty of Literature and Humanities, University of Gonabad, Gonabad, Iran
3 Department of Teaching English and Linguistics, Faculty of Literature and Humanities, University of Ayatollah Ozma Borujerdi, Borujerd City, Iran
4 PhD Student in TEFL, Department of Foreign Languages and Linguistics, Shiraz University, Shiraz, Iran
10.22132/tel.2024.431472.1547
Abstract
The significant demand for and growing trend toward the use of online classrooms calls for the use of modern teaching technology. Using mobile-assisted learning technologies may open new avenues of inquiry and instruction in the field. SHAD Application (SHAD App) is the offspring of the Coronavirus school closer in Iran. The use of the SHAD App in Iranian instruction may have an impact on the mental health and emotional safety of the learners. Even though the SHAD App has been credited for teaching students, and even though academic resilience (AR), academic buoyancy (AB), learner self-efficacy (LS-E), and learner enjoyment (LE) have all been linked to academic well-being (AW-B), this area of study has not been well investigated. In light of this, the current research examined a potential structural model of AR, AB, LS-E, LE, and AW-B among junior high school students. As a result, 391 students participated in surveys designed to gauge their AR, AB, LS-E, LE, and AW-B using the Academic Resilience Scale (ARS), Academic Buoyancy Scale (ABS), Learner Self-Efficacy Scale (LS-ES), Foreign Language Enjoyment Scale (FLES), and Academic Well-Being Questionnaire (AW-BQ). The structural equation modeling (SEM) results show that the most resilient and buoyant students also had the highest LE and AW-B. Moreover, LS-E was shown to help increase enjoyment and achievement during online instruction. This study's results may have far-reaching contributions to evaluating and implementing technology-enhanced learning in schools. The repercussions of this investigation, which may lead to improvements in the psychology of language teaching in online classes, are discussed in further detail.
Keywords
Academic resilience
Academic buoyancy
Self-efficacy
Learner enjoyment
Academic well-being
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Teaching English Language
Volume 19, Issue 1
January 2025
Pages 473-514

  • Receive Date 19 December 2023
  • Revise Date 14 April 2024
  • Accept Date 09 September 2024