investigating the relationship between efl teachers’ resilience, and their learners’ engagement and language achievement

The influence personal characteristics and traits in the process of language learning is an undeniable fact. to contribute to the previous research in this regard and provide a better understanding of resilience and engagement in efl context, the current study aimed at looking deeply into the relationship between the resilience of the teachers, and learners’ engagement and language achievement. the participants of this study included 10 female efl teachers and 110 learners, at iran language institute, tabriz branch. they were teachers and learners at high-intermediate proficiency level. the age range of the teachers was between 25 to 40 years old. the learners’ age range was between 17 to 24. the first instrument of this study assessed efl teachers’ resilience. in this case, the 25-item resilience scale was used to measure the participants' stress-coping ability. the second instrument assessed learners’ engagement in language class. it consisted of 20 items and uses a likert-type scale ranging from 1 (total disagreement) to 5 (total agreement). the third instrument was the efl learners’ language achievement scores. pearson correlation coefficient, and multiple linear regression were used to analyze the data. the obtained results exposed that there was a significant relationship between teachers’ resilience and the learners’ language achievement and engagement. the findings of the study can be useful for efl teachers, learners, and administrators.