escalating iranian efl students’ academic resilience through practicing self-adaptive learning

As an alternative to a one-size-fits-all learning experience, self-adaptive learning refers to the immediate student-sensitive learning practice supported by in-action and process-oriented feedback. on the other hand, the academic resilience construct plays determining role in students’ educational success despite adversity. this study aims to investigate the effect of implementing self-adaptive learning practice on iranian efl students’ academic resilience. forty male high school students took part in this study. the academic resilience questionnaire (likert scale) was used as the instrument for collecting data. before the instructional phase, the academic resilience questionnaire was used as a pre-test of this study to measure students’ academic resilience. during the instructional phase, the experimental group (n=20) received the self-adaptive practice and the control group (n=20) was exposed to a placebo. at the end of the instructional phase, the academic resilience questionnaire was used again as a post-test of this study. analyzing the obtained data through spss software revealed that implementing self-adaptive learning practice had a significant and constructive effect on iranian efl students’ academic resilience. this study has potential implications for language curriculum developers, syllabus designers, efl language teachers, and students.