The Relationship between EFL Learners’ L2 Motivational Self System and Academic Resilience

The present study aimed at investigating any significant relationship between EFL learners L2 motivational self-system (L2MSS), its components: Ideal L2 self, ought to L2 self, L2 learning experience, and academic resilience. The participants of the study included 123 Iranian male and female EFL learners at different levels of language proficiency who were selected based on convenience sampling. The instruments were two questionnaires tapping L2MSS and its components and academic resilience. The researchers also interviewed 10 participants in an attempt to triangulate the data collection procedure. The results of statistical analysis indicated that there was a significant and positive relationship between EFL learners L2MSS and academic resilience. It also showed that EFL learners’ L2MSS could be a significant predictor of their academic resilience. Nevertheless, there was no significant relationship between EFL learners ideal L2 self, ought to L2 self, L2 learning Experience, and their academic resilience. The results of the interviews confirmed the findings of the quantitative phase of the study. The findings of the study emphasize the important role of increasing L2MSS in learners by teachers and syllabus designers to improve their academic resilience. The results of the interviews confirmed the findings of the quantitative phase of the study.