Exploring EFL learner resilience and examining its association with L2 buoyancy and language achievement

Abstract This study aimed at exploring EFL learners’ resilience. To do so, the current study developed and validated a scale measuring EFL learners’ resilience according to the qualitative triangulated phase of this study. The procedure of the present mixed-methods research is as follows: QUAL → quan. In the qualitative phase of this study, 29 EFL learners contributed by participating in semi-structured interviews, open-ended questions, and research journals. The model conceptualized the determinants of EFL learners’ L2 resilience, including personal, metacognitive, and contextual factors, each associated with several sub-factors. Based on the model derived from qualitative analysis, the L2 resilience scale, comprising 21 items. It was then distributed among 321 EFL learners and validated via Confirmatory Factor Analysis (CFA). It was revealed that all items demonstrated satisfactory factor loading. Furthermore, the association of learner resilience scale (LRS) with two other closely-related constructs – buoyancy and achievement – was assessed in this research.