Resilience in Enhancing English L2 Motivation in Speaking: A Case Study of Undergraduate Students at Government Postgraduate College, Karak

Abstract

This is a qualitative case study research that seeks to explore resilience as a motivation enhancer among L2 undergraduate students at Government Post-Graduate College, Karak, KP, Pakistan, in their pursuit of studying the English language. The study adopts   a mixed-methods approach, which aims to complementarily integrate systematic classroom observations and semi-structured interviews with ten 7th-semester English-speaking students. Furthermore, the study aims to investigate how resilience manifests behaviourally and cognitively in English-speaking settings. The research is based on the Self-Determination Theory, focusing on the relationship between resilience and the three fundamental psychological needs: autonomy, competence, and relatedness. Correspondingly, major findings of the study indicate that resilience in L2 speaking is a multidimensional construct comprising persistence in behaviour, cognitive reframing strategies, emotional regulation, and social engagement. The findings reveal that students at the undergraduate level employ adaptive coping skills, including error recovery processes, strategic clarification-seeking, and cooperation, in solving problems. More crucially, the study finds five central topics: adaptive coping skills, motivation maintenance through goals, peer interactions, social support, emotional regulation and self-awareness, and growth mind-set creation. Additionally, the results show that resilience functions as a protective factor and a source of motivation, allowing students to maintain engagement in speaking activities despite linguistic and communicative difficulties. This research study contributes to the resilience theory in education-related issues as well as the L2 motivation studies with practical implications for language teaching practices in the ESL context. Educators should create a psychologically safe environment in their classes, allowing students to make mistakes without fear of intimidation. This can be achieved by integrating resiliency-building mechanisms, such as role models and resiliency discussions, into English lessons.