Adaptability and Student Engagement among Iranian EFL Learners: The Mediating Role of Plurilingual and Pluricultural Competence

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

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. However, analysis of covariate variables revealed that gender and age were not significant predictors of PPC. Grade was a significant predictor of engagement, and language background was a significant predictor of 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. Further research is needed to determine the moderating roles of demographic variables. This will contribute to a more engaged, adaptable, and globally competent student body, better prepared for success in diverse contexts.

Keywords

References

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Applied Linguistics Inquiry
Volume 2, Issue 2
September 2024
Pages 119-134

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  • Receive Date: 07 April 2024
  • Revise Date: 15 July 2024
  • Accept Date: 19 August 2024

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