L2-Grit and Academic Buoyancy Among Tertiary-Level English Learners

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.