Grit tendencies

Teachers, as the center of the class, can make positive changes in their students' lives; they should be equipped with skills that will allow them to do their jobs effectively. The inclusion of productive immunity (i.e., the procedures that instructors go through to devise protective mechanisms against the effects of undesirable disruptions that might potentially endanger their desire to instruct) as one of these skills gives educators the capability to analyze and immunize their own performance. In light of this significance, it is of the utmost importance to reveal teacher productive immunity and its correlates, particularly in EFL (English as a foreign language) contexts. Regardless, there is a dearth of studies on the possible interplay among teacher immunity, professional identity, anger, grit tendencies, and psychological well-being in Iranian EFL settings. Therefore, the present study aimed to ascertain whether there was a statistically significant connection between the professional identity, anger, grit tendencies, and psychological well-being of Iranian EFL instructors and their immunity. A total number of 394 EFL teachers teaching at public schools (Khorasan Razavi and Khuzestan, Iran) took part in this analysis. The Language Teacher Immunity Instrument (LTII), The Teacher's Professional Identity Scale (TPIS), the L2-teacher Grit Scale (L2TGS), The Teacher Anger Scale (TAS), and The Psychological Well-Being at Work (PWBW) were administered electronically to respondents. The predictive power of teacher immunity was found in data analysis via Confirmatory Factor Analysis (CFA) and Structural Equation Modelling (SEM). The findings stress the need of including reflective practices, emotional control strategies, and immune system strengthening in teacher preparation programs.

The incorporation of Artificial Intelligence (AI) into language development has garnered considerable interest, especially within the realm of English as a Foreign Language (EFL) education. Psychological flow is regarded as a pivotal element that affects learning outcomes; however, its significance in the context of AI-assisted language learning has yet to be thoroughly investigated. This study examines the relationship between psychological flow induced by AI, tendencies of fortitude, mental health, and critical thinking among 214 university students enrolled in EFL programs who utilized AI-integrated language learning aids. Data were gathered via structured online surveys, and the relationships among the variables were examined utilizing Structural Equation Modeling (SEM). The findings suggest that the psychological flow induced by AI has a substantial impact on learners' levels of fortitude, mental well-being, and critical thinking. The findings indicate that when learners engage in AI-assisted language learning and experience a state of flow, they exhibit elevated levels of perseverance, improved mental well-being, and enhanced critical thinking. These outcomes underscore the dual function of flow in AI-assisted language learning, as it not only augments learners' cognitive engagement but also fosters positive emotional states that are conducive to improved mental health and enhanced problem-solving abilities. The findings of the study possess significant pedagogical implications, indicating that AI-based platforms ought to be developed to promote a state of fluidity by integrating personalized learning trajectories, real-time feedback mechanisms, and engaging features.