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    L2-Grit and Academic Buoyancy Among Tertiary-Level English Learners
    (SAGE Publications Inc, 2025) Daggol, Gokce Dislen
    Language learning, both as a compulsory course at school and a longstanding pursuit, is not only cognitive but also an emotive endeavour, and it is not free of academic setbacks. How we react to the challenges and whether we persist or not act as critical factors in improving the sustainability of learning. Therefore, the present inquiry was designed to explore the relationship between academic buoyancy and L2 grit, viz. the persistence of effort and consistency of interest, among 122 English-majoring undergraduate students at a state university in Turkey. Drawing on convergent parallel mixed methods, the study collected and analysed all responses of the participants both quantitatively and qualitatively. The results revealed a positive and significant correlation between academic buoyancy and L2 grit, and additionally, indicated that academic buoyancy could be one of the predictors of L2 grit in the language learning process. The study highlighted the way students behaved in the face of academic challenges and the reasons for their being perseverant/not perseverant in learning English, as well. Pedagogical implications were discussed regarding the importance of Positive Psychology in L2 learning settings; thus, the findings of the present inquiry could offer insight into SLA research blending language learning with positive emotions.
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    What lies behind good and poor translation from the perspective of translator trainees?
    (Western Australian Inst Educational Research Inc, 2018) Daggol, Gokce Dislen
    Success and failure are like the two sides of the same coin, and as humans, we tend to find reasons for our successes and failures in life. Doing translations undoubtedly presents a professional environment in which it is quite natural to experience both success and failure. However, how we perceive success and failure, and how we approach them makes this process more meaningful. Therefore, this study dwells upon the students' perceptions regarding the causes of success and failure in performing translation. Preparatory class and first year students in translator training program in Turkey constituted the participants in this study. Data were collected through two types of attribution questionnaire. The first type was open-ended and qualitative in nature. The second type, developed from the students' own responses in the first type of the questionnaire, measured the degree of importance of their attributions quantitatively. Thus, the study used a mixed methods design. The qualitative data were subjected to content analysis, and the quantitative data were analysed via Statistical Package for Social Sciences. The study revealed university students' perceived reasons for both favourable and unfavourable translation, providing insights for all stakeholders in translation, to help make the work more constructive, conscious and fruitful.