Language education has a long way to go; therefore, students must have sufficient motivation to attain the goal. The degree of motivation of a language student can alter during this journey because of numerous disturbances that influence his or her motivation (Dörnyei and Ryan, 2015). In recent years, the constructive function of motivation has been debated in past research (Dörnyei and Ushioda, 2013) as one of the singular contrasts that affect the effectiveness of second language education. Fundamentally, the concept of motivation has been the center of human achievement and accomplishment for a long time, not only in personal life but also in the scholastic one (Gopalan et al., 2018). Motivation has been extensively investigated in the education milieu from a variety of aspects and viewpoints, confirming with one accord the influence of this concept on students’ success and education (Al-Hoorie, 2017). Motivation is the primary motive behind people selecting an action, the duration of proceeding with that action, and the degree of resolution in seeking that action (Dörnyei and Skehan, 2003). Nonetheless, in the setting of EFL, where English is taught as a compulsory course in schools, students are prone to lose interest in studying English and frequently encounter demotivation (Kikuchi, 2013). Motivation by itself is insufficient for reaching the final goal of learning since language students encounter demotivating issues like the powerful essence of learning a language, especially EFL, and factors about teachers in the lengthy process of language education (Kikuchi, 2015).

Moreover, there is widespread consensus that the impetus for learners’ scholastic educational manner is normally motivation and while motivation is essential in the foreign language learning process, resilience in face of problems or difficulties and the ability to use many problem-solving tactics are also vital to the success of foreign language students (Ushioda, 2008). In this respect, persisting in learning the language is vital for every student to reach a proper level of proficiency, no matter what challenges exist. Indeed, among other factors, students’ success can be attributed to bounce back, the ability to withstand difficulty, and recuperating from stress, which can be referred to as resilience (Nguyen et al., 2015). It means the totality of a person’s ability to overcome problems and make efforts in difficult times (Kim and Kim, 2017). The function of resilience in the educational domain has been explained as a way to stop school dropout despite the challenges learners encounter, like being poor, experiencing brutality, and having family-related anxiety (Condly, 2006). Scholastic resilience can be characterized as learners’ capability of successfully managing failures, difficulties, hardships, and tension in the scholastic environment (Martin and Marsh, 2006). Furthermore, as a significant factor in PP, resilience alludes to the pliability of those who deal with different troubles and difficulties of life and recover from hardships and misery (Dent and Cameron, 2003). Resilience has been shown to have a significant function in lessening the anxiety and worry that comes along with studying a foreign language, as a result, improving the language education experience (Chaffee et al., 2014). Resilience can have a significant function in language education given its constructive function in conquering life difficulties.

According to the previous studies, it can be presumed that students with a high level of motivation in language education will put more endeavor and conquering demotivating elements when they are completely provided with resilience. Lately, there has been increasing interest in the application of positive psychology (PP) in the domains of language learning and instruction, and the motivation and resilience of language education have started to attract scholastic attention as sub-elements of PP (Oxford, 2016; Dewaele et al., 2019; MacIntyre et al., 2019; Wang et al., 2021). Nonetheless, few experiential studies have attended to what results in the advancement of strong points and qualities of language students, like resilience, joy, and positivity inside a constructive mental frame (MacIntyre and Mercer, 2014; Oxford, 2016; Wang and Guan, 2020).

Grounded on the literature review, and due to the importance of motivation and the resilience of learners in language education, it appears to be noteworthy to pay attention to these two concepts to provide significant advantages in this area. Moreover, in language learning, the connection between learner’s resilience and language education motivation has been poorly studied. Therefore, based on the remarkable role of motivation in learning, on the one hand, and learners’ resilience, on the other hand, it seems necessary to search the relationship between these two concepts in language learning. Several inquiries have examined the motivation-academic resilience relationship, which has merely and generally carried out correlation or stepwise regression in terms of education and not in terms of teaching language (Martin, 2002; Kim and Kim, 2017; Shin and Kim, 2017; Wang et al., 2022). Indeed, the correlation between learners’ resilience and academic motivation has not been scrutinized in the realm of language teaching so far. Likewise, the results can tell us about the function and aspects of learners’ motivation in language learning; thus, both educators and students may benefit from the outcomes. Furthermore, the results add knowledge regarding learners’ resilience and help learners maintain their motivation. Accordingly, the present research intended to fill in this gap by investigating the relations between students’ resilience and language learning motivation in the Chinese EFL setting. Accordingly, the succeeding research questions are articulated:

The purpose of this research is to inspect the role of Chinese EFL learners’ motivation and teachers’ resilience. Consistent with the research questions of the current study, Pearson’s Product-moment correlation coefficient and linear regressions were done.

Table 1 shows the reliability of Students’ resilience and their motivation questionnaires. The results revealed that the questionnaires enjoy highly satisfactory reliability indices (0.88, 0.97).

The normality test assumes that the data are normal. The Kolmogorov-Smirnov index for learners’ motivation showed that the data are normal (sig. = 0.200) since no significant value was detected. On the other hand, Table 2 shows that the data for learners’ resilience questionnaire are not normal since sig. = 0.005 < 0.05. Consequently, the data analysis procedure for running correlation should be the Spearman rho index.

Table 3 displays the correlations between learners’ motivation and their resilience. Considering the negative index (−0.153) for this relationship, it can be concluded that if learners’ motivation increases, their resilience will decrease. Moreover, this relationship is significant since the p-value is 0.001 < 0.05.

To identify which of the subscales of learners’ academic motivation can best predict their resilience, the researcher ran a multiple regression. The output tables are as the followings:

For ease of understanding, the following abbreviations were provided in Table 4.

R = Resilience, AM = amotivation, IR = Interjected Regulation, ERBA = external motivation by attendance, ERBS = external motivation by social, IdR = identified regulation, InR = integrated regulation, IM = intrinsic motivation.

Table 4 shows the correlations among the components of motivation and resilience. The Pearson correlations, regardless of the direction of the relationship, show that interjected regulation and external regulation by attendance have the highest indices (0.18, 0.15). Consequently, the relationship between these components and learners’ resilience is significant (0.000).

Table 5 shows whether or not this model is appropriate for learners’ motivation and resilience. R square index shows that learners’ academic motivation can predict only seven percent of their resilience.

As indicated in Table 6, a significant regression equation was found [F(7, 474) = 5.32, p = 0.000] with an R² of 0.073.

Table 7 shows the best predictor(s) of learners’ academic motivation, which includes seven components, for learners’ resilience. To identify the best predictors standardized Beta coefficients were checked. Interjected regulation (B = 0.20, P = 0.000), and external regulation by attendance (B = 0.15, P = 0.01) proved to be the best predictors of learners’ resilience.

The purpose of the study is to explore the relationship between Chinese EFL learners’ resilience and academic motivation. The results of the study proved their significance relationship between these two variables. Academic resilience is a factor that improves the success of the school, as well as academic competence and school experience. That is, resilient learners show high academic performance and motivation regarding achievement without the loss of a positive attitude toward learning and school despite a tedious school setting, namely some risk factors such as declined performance and dropout (Cassidy, 2015). According to the above-mentioned results, resilience is highly significant in high educational motivation and even greater rates of achievement. Therefore, resilient people can cope with many hard circumstances since they need to be capable of coping with and adjusting to fluctuations that take place. A person’s condition when he or she encounters challenges cannot be evaded; however, individuals who possess resilience are capable of conquering different issues using their own tactics and methods. This study investigated the association between dimensions of students’ motivation and their resilience among Chinese EFL learners. The findings of the study specified that each aspect of learners’ motivation had a noteworthy association with their resilience while the interjected regulation and external regulation were significant predictors of their resilience. In interjected regulation, even though people have inner motives, outer elements are the origin of their manners through the declaration of people’s self-perception or the devising to create stress and self-reproach. The outcomes of the study are in line with those of Shin and Kim (2017) that indicated the function of resilience on intrinsic motivation and the ideal language of Korean learners. The results also support that of Chang (2004) who determined that students with high resilience enjoyed higher interest and satisfaction with learning, which shows that resilience and intrinsic motivation are positively correlated. Additionally, the findings are congruent with those of Martin and Marsh (2006) study which proposed that academic resilience positively affects pleasure with school era and participation in class. The study carried out by Rouse (2001) specified that students with high resilience are less demotivated when learning English, which is consistent with previous research that the higher the resilience, the more sustained learning motivation. It can be supposed that learners with high motivation to learn can exert more effort and overcome the factors that decrease motivation when they have sufficient resilience (Kim and Kim, 2017).

This research can provide an understanding of the evolution of language instruction and education, specifically in terms of comprehending resilience and how it is linked to learners’ motivation. Indeed, learners’ academic resilience in the learning procedure can be improved by enhancing the learners’ internal and external motivation. They can also develop it through initiatives to understand the needs and goals of learning, among other preparations that complete the strengthening of other academic resilience. Resilience has a positive effect on success in various areas, including motivated behavior. Learners’ resilience is triggered to fit particular areas that require knowledge and skills when facing challenges of language learning. Enhancing resilience will help to improve the motivating behavior intensity and language competency due to the effect of resilience on motivated behavior (Oxford, 2011). When students witness the benefits of language learning and relate it to their own life, they get higher satisfaction with the process of language learning, leading to an increase in students’ level of resilience and motivated behavior. It will be also helpful to have enough awareness about the issue and allow students to embrace the inevitable challenges they will face when learning a language (Oxford, 2011). Moreover, students’ determination, positive attitude, and motivation can aid them to overcome difficulties and actively seek external resources they can use to overcome them. Regarding the findings of the present research, educators, teacher educators, and policymakers of language should explore the importance of ways to increase educators’ motivation to increase the resilience and persistence of English educators. It is hoped that this research will be useful for educators who try to produce motivation by using the strengths of learners as a beginning point for learning. Through educators’ responsibility in active engagement, they can increase their learners’ motivation for gaining higher academic outcomes. Resilience aid learners in successfully coping with academic problems, stress, and learning pressures in the process of learning, and through which, some insight are presented for teachers who are looking for situations to create an optimal learning environment for all their learners.

Another pedagogical use of the present research relates to the type of content and methods used by educators to enhance the motivation of language learners. The use of interesting, persuasive, informative, and less cognitively challenging material can enhance the motivation of students. Educators and syllabus designers may better understand the development procedures and assisting factors needed for shaping and nurturing student resilience during language learning. Furthermore, a teaching method by which educators inspire language students to actively engage in classroom activities and providing opportunities to employ language can give students a sense of accomplishment, which instead can enhance their motivation. A suggestion made out of the upshots of the present study is that motivation can be regarded as a beginning point and primary stage for the development of resilience for the next steps of language achievement.

Based on these results, educators and school administrators are encouraged to develop specific programs to teach learners resilience skills. In addition, it is recommended that other studies in the same field be conducted together to investigate intrinsic factors predicting academic motivation besides academic resilience. Considering the results of this study, counseling services at universities and schools should prioritize research into factors that straightly affect learners’ learning outcomes, namely, academic resilience and increased learning motivation. Similarly, one should prioritize research that motivates learners and strengthen internal resources, and also future qualitative studies should be done to inspect students’ resilience through interviews to detect the variability of their resilience over time. Besides investigating the relationship between resilience and motivation in other learning contexts, further research could inspect the association between students’ resilience and other emotional concepts such as anxiety, stress, apprehension, particularly in the Chinese situation.

The studies involving human participants were reviewed and approved by Zhoukou Normal University Academic Ethics Committee. The patients/participants provided their written informed consent to participate in this study.

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