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This study examined the links between academic buoyancy and an online interaction learning model among Iranian university-level EFL students. Online interaction learning emerged as a strong predictor of academic buoyancy, supported by academic buoyancy surveys and an OILM instrument. Structural equation modeling and correlational analyses showed statistically significant associations across related components. Regression results identified course material and instructor performance as the best predictors. Results contribute to understanding higher education engagement and the buoyancy constructs.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/online-interaction-learning-a-way-towards-sustainability-and-buoyant-efl-students/594301/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/online-interaction-learning-a-way-towards-sustainability-and-buoyant-efl-students/594301.png","ImageObject",300,407,{"name":92,"@type":93},"Kurz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"How does the study define academic buoyancy?","Question",{"text":111,"@type":112},"Academic buoyancy refers to students’ ability to handle common academic difficulties and to persist over obstacles typical of everyday educational experience.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"What is the relationship between online interaction learning and academic buoyancy?",{"text":116,"@type":112},"Online interaction learning is reported as a strong predictor of academic buoyancy, with significant associations found across variables and components.",{"name":118,"@type":109,"acceptedAnswer":119},"Which factors best predict academic buoyancy according to regression analysis?",{"text":120,"@type":112},"Regression analysis indicates that course material components and instructor performance are the best predictors of academic buoyancy.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},594301,1792078903,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":128,"read_time":142},2336478945635,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Australian Journal of Applied Linguistics ISSN 2209-0959  \n[https://www.castledown.com/journals/ajal/](https://www.castledown.com/journals/ajal/)  \nAustralian Journal of Applied Linguistics, 8 (3), 102494 (2025)  \n[https://doi.org/10.29140/ajal.v8n3.102494](https://doi.org/10.29140/ajal.v8n3.102494)  \nOnline interaction learning: A way towards sustainability and buoyant EFL students  \nSEYEDHAMED SADOUGHVANINIa  HAMED GHAEMIa   \na Bahar Institute of Higher Education, Mashhad, Iran  \nAbstract  \nThe ability of students to deal with common academic difficulties is referred to as academic buoyancy. It can also be described as the capacity of students over obstacles and difficulties that are typical of the everyday school experience. The purpose of this research was to examine the connections between the academic buoyancy of Iranian university-level EFL students and their online interaction learning model. Online interaction learning seems to be a strong predictor of academic buoyancy. Academic buoyancy surveys and the online interaction learning model were given to students majoring in English translation and teaching English as a second, third, and final year of college. Both structural equation modeling and correlational studies found a statistically significant association between academic buoyancy, online interaction learning, and all of their components. The best predictors of academic buoyancy, according to regression analysis, were the components of course material and instructor performance. Taken together, the findings add to what is widely accepted about the online engagement tendency of university students and sheds light on the academic buoyancy constructs in higher education. However, more research on the role of buoyancy in relation to achievement and online tactics to increase individual students’ achievement and overall online interaction learning model is warranted based on the findings ofthe present study.  \nKeywords: academic buoyancy, academic challenges, interactive learning, online interaction learning, sustainable education  \nIntroduction  \nThese days, there are a lot of different ways people can communicate thanks to the internet. There are greater constraints on individuality in higher and richer forms of communication. The internet has improved nearly every kind of mediated educational engagement, and it can even  \nhelp those that use it to supplement traditional classroom instruction. Building on constructivist theory of learning, Benbunan-Fich et al. (2005) created an online interaction learning model (OILM). By combining the views ofFosnot and Perry (2005), Benbunan-Fich et al. (2005) were able to construct a model of online learning that included inputs, processes and outputs. Details about the courses, teachers, EFL students and technology themselves served as inputs.  \nThe educational process and context have relied heavily on interaction (Anderson et al., 2001) . Despite this, there is a plethora of definitions given to the term “interaction” when describing the many forms of communication that take place in the context of education. In online classes, one kind of engagement is the ability of students to communicate with one another. Research has shown that students learn far more in online classes where they can talk to each other a lot (Kolloff, 2019) . Students’ ability to connect with one another is the key to fostering a sense of community, which in turn encourages students to think critically and creatively, and helps them develop their problem-solving and analytical abilities (Kolloff, 2019) .  \nStudents who engaged in more peer interaction also exhibited higher levels of learning and fulfillment, according to one study that examined the relationship between these three variables (Swan, 2020) . Scores were much higher for students in an online class where there was a lot of interaction compared to the identical class where there was zero interaction (Beaudoin, 2020) . The impact of interactio","cbCaiiLyPFgJ1OH6","https://ap.wps.com/l/cbCaiiLyPFgJ1OH6","pdf",834618,"English","# Abstract\n# Introduction\n## Online interaction learning model (OILM)\n## Interaction in online education and learning outcomes\n## Social constructivism and students’ development\n# Background","[{\"question\":\"How does the study define academic buoyancy?\",\"answer\":\"Academic buoyancy refers to students’ ability to handle common academic difficulties and to persist over obstacles typical of everyday educational experience.\"},{\"question\":\"What is the relationship between online interaction learning and academic buoyancy?\",\"answer\":\"Online interaction learning is reported as a strong predictor of academic buoyancy, with significant associations found across variables and components.\"},{\"question\":\"Which factors best predict academic buoyancy according to regression analysis?\",\"answer\":\"Regression analysis indicates that course material components and instructor performance are the best predictors of academic buoyancy.\"}]","Online interaction learning - A way towards sustainability and buoyant EFL students | PDF",48]