Document Type : Original Article
Authors
1
Ph.D. in Applied Linguistics, Department of English Language, Faculty of Literature and Humanities, Hakim Sabzevari University, Sabzevar, Iran
2
Professor of Applied Linguistics, Department of English Language Teaching, Baskent University, Ankara, Turkey
10.22077/ali.2025.8909.1096
Abstract
Despite extensive research on factors influencing student engagement (SE) from a positive psychology perspective, the connection between adaptability and SE has been underexplored. The present study investigates the relationship between learners' adaptability, plurilingual and pluricultural competence (PPC), and SE in second language acquisition, guided by the PERMA model , which posits that well-being consists of Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment (Seligman, 2018). The researchers employed stratified random sampling to collect data from 599 male and female Iranian English as a Foreign Language (EFL) learners. These students then completed questionnaires, including the PPC scale (Galante, 2022), the adaptability scale (Feng et al., 2005), and the SE scale (Lam et al., 2014). Findings have shown that adaptability significantly predicts enhanced PPC, which in turn fosters greater SE. Gender and age moderate these relationships, with female and younger students showing greater engagement through adaptability and PPC. These results underscore the importance of integrating adaptability training and PPC development into EFL curricula to cultivate culturally responsive learning environments and enhance SE. This will contribute to a more engaged, adaptable, and globally competent student body, better prepared for success in diverse contexts.
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