A new perspective on foreign language learning: Emotions also shape the learning process

The study, titled “Associations between EFL students’ L2 grit, boredom coping strategies, and emotion regulation strategies: a structural equation modeling approach” in which Assoc. Prof. Dr. Mehdi Solhi from Istanbul Medipol University Faculty of Education took part, examined the role of emotions in the process of foreign language learning. The research was published in the scientific journal Journal of Multilingual & Multicultural Development.

The study, which involved a total of 259 English learners from Türkiye, examined students' levels of grit and passion (perseverance in foreign language learning), their boredom coping strategies, and how they regulated their emotions. The findings showed that students' perseverance in foreign language education had a significant impact on their ability to cope with negative emotions such as boredom.

THANKS TO PERSEVERANCE, BOREDOM DOES NOT HINDER SUCCESS IN LANGUAGE LEARNING
In the study, “grit in foreign language learning” was defined as a learner’s sustained effort and passion over a long period of time in learning a foreign language. The findings revealed that students who possess a high level of this trait are able to continue learning even when they feel bored.

The researchers noted that students who particularly employ “cognitive boredom coping strategies” tend to transform their boredom into an advantage. These strategies involve students developing thoughts such as, “What can I learn from this feeling of boredom?” or “How can I make this lesson more engaging?”. Accordingly, students with a high level of grit in foreign language learning exhibit an active learning attitude rather than remaining passive when they feel bored.

THE EFFECT OF EMOTION REGULATION IS LIMITED BUT SUPPORTIVE
In the study, the ways in which students manage their emotions such as suppression, reappraisal, or attentional redirection were also examined. According to the results, emotion regulation strategies do not directly modify the relationship between “grit in foreign language learning” and “boredom coping strategies,” yet they function as a supportive factor in the learning process.

It was found that students who manage their emotions more consciously are better able to focus and maintain their motivation when they experience boredom.

STUDENTS’ PSYCHOLOGICAL RESILIENCE INFLUENCE SUCCESS
According to the Structural Equation Modeling (SEM) analysis, there was a strong correlation between grit in foreign language learning and boredom coping strategies. The study found that behavioral avoidance strategies such as disengaging from the lesson or diverting attention to other tasks lead to unsuccessful outcomes, whereas cognitive coping strategies such as reframing the situation or motivating oneself strengthen the learning process.

NEW INSIGHTS IN EDUCATION: STRENGTHENING THE PSYCHOLOGICAL DIMENSION
The research team emphasized that foreign language teaching should focus not only on developing language skills but also on fostering students' passion and perseverance. Accordingly, it is important to design classroom environments that maintain student motivation and create learning atmospheres that enable students to employ cognitive coping strategies when they become bored.

The researchers further stated that although emotion regulation strategies are not always directly decisive, enhancing students’ self-awareness and stress management skills positively affects the learning process.

ASSOC. PROF. DR. SOLHI: “LANGUAGE LEARNING IS A JOURNEY SHAPED BY EMOTIONS”
One of the study’s researchers, Assoc. Prof. Dr. Mehdi Solhi, a faculty member at Istanbul Medipol University Faculty of Education, stated that in foreign language learning, students’ perseverance, psychological preparedness, and emotional resilience significantly influence success.

Assoc. Prof. Dr. Solhi said:
“These findings indicate that educators should approach language instruction from a more holistic perspective. In this way, both the academic performance and the learning motivation of students can be enhanced.”

“LANGUAGE LEARNING PROGRAMS SHOULD ALSO EVALUATE EMOTIONAL RESILIENCE”
The study strongly demonstrates that psychological factors in foreign language education should not be overlooked. The findings show that students with higher levels of grit can develop more effective strategies against boredom and maintain their commitment to learning for longer periods.

The researchers emphasize that future language education programs should focus not only on academic skills but also on aspects such as emotional resilience, self-motivation, and tolerance for boredom.