مشخصات پژوهش

This study has important implications for theoretical developments and real-world language learning applications, especially for Iranian English as Foreign Language (EFL) learners. It has long been believed that hopelessness is a negative emotional state that leads to outcomes such as decreased motivation, poor academic performance, and elevated anxiety. The purpose of this study is to question this widely held belief by examining how, in some circumstances, hopelessness can act as a motivator for constructive change and language proficiency improvement. The results of this study will help to broaden the body of knowledge regarding the connection between emotions and language acquisition. Very few studies have examined how emotions like anxiety, frustration, or hopelessness may promote adaptive actions or positive learning outcomes, despite the fact that a large body of research has examined the detrimental effects of these emotions on learning. This study will provide a more nuanced view of how hopelessness might be used to inspire language learners to adopt novel strategies, endure, or build resilience by concentrating on the possible advantages of hopelessness. By examining the complex interactions between emotional states and cognitive processes involved in language learning, the study will also add to the corpus of knowledge in second language acquisition (SLA) theory. In particular, it will shed light on whether despair could result in increased self-awareness, focus on learning techniques, or a mental change that eventually improves linguistic competency.