From boredom to buoyancy: examining the impact of perceived teacher support on EFL learners’ resilience and achievement through a serial mediation model

Background Second language (L2) boredom can significantly hinder foreign language achievement (FLA). Perceived teacher support may mitigate boredom and promote FLA, potentially through its impact on academic buoyancy.Purpose This study investigated the impact of perceived teacher support on FLA in English as a Foreign Language (EFL) learners, examining the serial mediating roles of academic buoyancy and L2 boredom.Methods A cross-sectional study was conducted with 281 intermediate EFL learners. Self-report questionnaires were used to assess perceived teacher support, academic buoyancy, and L2 boredom. Final course grades served as the FLA indicator. Structural equation modeling (SEM) was used to analyze the data.Results Perceived teacher support was positively associated with FLA, while L2 boredom was negatively associated with FLA. Academic buoyancy and L2 boredom sequentially mediated the relationship between perceived teacher support and FLA.Conclusions These findings underscore the importance of fostering supportive teacher-student relationships and cultivating academic buoyancy in EFL learners. By promoting academic buoyancy, educators can mitigate the negative effects of L2 boredom and enhance language learning outcomes. This study offers valuable insights for educators and policymakers seeking to create effective language learning environments.