an investigation on the relationship between iranian efl learners' resilience and their willingness to communicate

This study explored the connection of resilience with willingness to communicate (wtc) among iranian efl students while analyzing the wtc gap between high and low resilience learners. resilience as a positive psychological trait reflects an individual’s ability to adjust to an academic environment and manage stress which enhances wtc. the participants included 100 male and female students from semnan state university, babol science and technology university, and islamic azad university of qaemshahr, majoring in teaching english as a foreign language, english literature, and english translation. employing a quantitative correlational design, data collection was done via two likert scale instruments comprising a 25-item resilience questionnaire by conner and davidson (2003) and a 20-item wtc questionnaire by zarrinabadi and abdi (2011) which were administered face-to-face or through social media. the analysis of the data that was done on spss version 22 included both descriptive and inferential statistics. findings showed a considerable positive correlation between resilience and wtc, along with significantly better wtc performance among high resilience learners compared to low resilience learners. by examining these queries, the present study attempts to illuminate l2 learning psychological factors, holding relevance for teachers, teacher trainers, educational psychologists, and curriculum designers to enhance efl instruction and learner success.