The present study aimed at investigating any significant relationship between EFL learners' L2 Motivational Self System (L2MSS), its components: Ideal L2 self, Ought to L2 self, L2 learning experience and Academic Resilience. The participants of the study included 123 Iranian male and female EFL learners. The instruments were two questionnaires tapping L2MSS and its components and Academic Resilience. The researchers also interviewed 10 participants in an attempt to triangulate the data collection procedure. The results of statistical analysis indicated that there was a significant and positive relationship between EFL learners' L2MSS and Academic Resilience. It also showed that EFL Learners’ L2MSS could be a significant predictor for their Academic Resilience. Nevertheless, there was no significant relationship between EFL learners' Ideal L2 self, Ought to L2 Self, L2 learning Experience and their Academic Resilience. The results of the interviews confirmed the findings of the quantitative phase of the study. تفاصيل المقالة

The present paper was an attempt to delve into the issue of adolescents’ identity reconstruction in a non-immigrant EFL context. Interactive Acculturation Model was used to derive sociocultural identity reconstruction strategies adopted by Iranian adolescent EFL learners in their homeland. To this end, a questionnaire with 75 items in 17 main domains was constructed and validated through the participation of 349 EFL learners aged 13 to 21 years as the identity confusion stage of adolescence. Factor analyses were performed to validate the questionnaire and the result led to a final 24-items instrument with 4 main domains of lifestyle, eligibility of English language and performers, social customs and traditions, and perceptions of freedom, on which, Iranian adolescent EFL learners’ identity reconstruction strategies can be derived. The questionnaire can be used in interdisciplinary fields of research related to TEFL, Sociology, and sociocultural and identity-related studies to come up with the effect of sociocultural elements in identity (re)construction of EFL learners.   تفاصيل المقالة