The Role of Academic Buoyancy and Social Support on English as a Foreign Language Learners’ Motivation in Higher Education

Abstract

Since motivation determines progress in the class, it has a significant role in the field of learning English as a foreign language (EFL), contributing to a successful learning process. Therefore, teachers need to motivate learners to achieve their learning goals and provide them with a meaningful learning process in stressful situations. Two factors are required to successfully overcome challenges in scholastic circumstances, such as academic buoyancy and social support. The former can be a significant element in a psycho-educational setting that helps learners with academic difficulties and the latter is another term that is deemed as an important predictor of academic motivation even when considering perceived support from teachers and peers. The functions of academic buoyancy and social support factors in the process of learning and their association with students’ motivation have not been taken into account so far. As a result, this review has implications for scholars, theorists, and practitioners in quest of better investigating and addressing the roles of buoyancy and social support on students’ motivation.

A model of academic buoyancy, L2 grit, academic emotion regulation, and personal best: An evidence from EFL context

“…In emotional experiences, they can better choose and apply the more suitable ER strategies (i.e., SS, DC, RA, R, S, R, V, and SS. The findings of [ 32 , 68 ], as well as [ 69 ] confirmed this result. They found that AB and emotions were closely tied and they could foster learners' behaviors.…”

The effect of academic emotion regulation on EFL learners’ core of self-assessment and academic buoyancy: a structural equation modeling

“…In the same line of inquiry, Azarian false (2020) evidence that AB and emotion regulating training are the cause of learners' academic meaning and academic adjustment. The role of AB was also studied from the lens of social support in higher education by Jia and Cheng (2022). This study indicated that AB and social support are integrated, and both of them supported EFL university learners' motivation.…”

Social media and psychology of language learning: The role of telegram-based instruction on academic buoyancy, academic emotion regulation, foreign language anxiety, and English achievement

“…As a result, it is possible to draw the conclusion that higher levels of self-efficacy are associated with higher levels of AB. It was also determined that a connection exists between AB, academic motivation, and social support [ 62 ]. It was clear that the use of social media could boost students' social support as well as their motivation in the classroom [ 4 , 29 ].…”

“…This finding is plausible due to the fact that AER, which entails situation selection, developing competences, redirection attention, reappraisal, suppression, respiration, venting, and social support, is directed skillfully in the case of friendly relationships between teachers and learners as well as learners' encouragement in their own evaluation [ 55 , 56 ]. Furthermore [ 62 ], found that learners' levels of self-efficacy, emotional cognitive adjustment, and ability to handle stress all had reciprocal links with one another.…”