Iranian EFL Learners at Loggerheads with Perceived Social Support (original) (raw)
Related papers
Challenge in Learning English: Understanding Student Resilience
2021
Resilience is the way how an individual deal with obstacles or problems. Some factors influence each student's resilience, outside and inside of each individual, called as risk and protective factors. This research was aimed to identify the risk and protective factors that affect the student's resilience. Moreover, the objective was also to find out how those factors affected the student's resilience. The scope of the research was the student of English Department in the first year that got GPA lowers than 3.00. This case study collected the data by exploring the academic score, conducting biographical research by interviewing the student and the lecturers, and analyzing interviewsessions-diaries of the student. The findings showed that the risk factor affecting the student's resilience came from the environment, in which the family was less supportive and low expectation. Furthermore, the protective factors which affecting the student's resilience are low family stress and good child relationship. Dealing with how those factors affecting the student's resilience, it was found that the less supportive aspect made the student did not bond with parents that caused low surveillance for the student's achievement. Besides, the low expectation from the family established low resilience.
Ta'dib: Jurnal Pendidikan Islam
This study was aimed at investigating the link between personal resilience and academic achievement. This study used correlational research method. 613 students of English Education Program Study in one state Islamic university in Palembang, South Sumatera were chosen as the population. Purposive sampling was used as a sampling technique which took 157 students as the sample. Furthermore, this study had two variables: students’ personal resilience and students’ academic achievement. The students’ personal resilience score was taken from questionnaire, while the students’ academic achievement in English was taken from their GPA documentation. The data was checked by using One Sample Kolmogrorov Smirnov Test by using SPSS to check whether the data were normal or not and for linearity, the data was checked by using One Way ANOVA Statistic analysis. From the data analysis, the correlation coefficient or the r-obtained (.211) was higher than r-table (0.1557). It means that p (0.0168) was...
2021
This research article investigates the resilience and its various constituting factors and their subsequent relation with Motivated L2 Learning Behavior and English Proficiency among the first year students of two public sector universities of Pakistan. For this quantitative and variables oriented study 260 students were conveniently selected who participated in the study, out of which 152 and 108 were males and females respectively. For data collection of this quantitative study, a five point likert scale Questionnaire ranging from Strongly Disagree to Strongly Agree was employed. The questionnaire comprised 31 items which were further distributed in five dimensions of Resilience (Perceived Happiness, Empathy, Sociability, Persistence and Self Regulation) and Motivated L2 Learning Behaviour as 26 and 05 respectively in order to determine the students’ resilience and L2 Motivated Behaviour. Michigan English Language Assessment Battery (MELAB) test was also conducted in order to meas...
A Correlational Study on Psychological Resilience and L2 Demotivation among Chinese EFL Learners
2020
This paper reports on the results of a study exploring the correlation between second language (L2) demotivation and psychological resilience among 141 Chinese undergraduate students in their English learning. Data were collected through a questionnaire survey and were processed by means of inferential analysis. The factor analysis identified five demotivators encompassing teacher-related factor, non-communicative teaching mode, lack of intrinsic interest, negative peer influence, and undesirable teaching conditions, and three resilience factors including metacogitive adaptation, realistic optimism, and communicative efficacy. The Pearson Correlation analysis showed a significantly positive correlation in L2 demotivation with metacogntive adaptation, and in metacognitive adaptation with teacher-related factors, lack of intrinsic interest, negative peer influence, and undesirable teaching conditions. It also revealed a significantly negative correlation in L2 demotivation with realis...
Frontiers in Psychology
Despite the growing body of research on the factors of resilience in diverse fields, there is still a dearth of particular attention on foreign language learning resilience. To fill the gap, this study seeks to develop the foreign language learning resilience scale (FLLRS) to measure its psychometric scale reliability and validity in Chinese English-as-a-foreign-language contexts. Valid data were collected from 313 Chinese English-as-a-foreign-language college students who voluntarily participated in the survey. The FLLRS was validated based on a series of reliability (e.g., item analysis, split-half reliability and internal consistency) and validity (e.g., construct validity, convergent validity and discriminant validity) tests. Results suggested that the 19-item FLLRS presented three factors: ego resilience, metacognitive resilience and social resilience. Besides, all the three factors contributed high effects to foreign language learning resilience. Among the three factors, metac...
2024
This study aimed at exploring EFL learners' resilience. To do so, the current study developed and validated a scale measuring EFL learners' resilience according to the qualitative triangulated phase of this study. The procedure of the present mixed-methods research is as follows: QUAL → quan. In the qualitative phase of this study, 29 EFL learners contributed by participating in semi-structured interviews, open-ended questions, and research journals. The model conceptualized the determinants of EFL learners' L2 resilience, including personal, metacognitive, and contextual factors, each associated with several sub-factors. Based on the model derived from qualitative analysis, the L2 resilience scale was developed. It was then validated via Con rmatory Factor Analysis (CFA), comprising 21 items. The designed scale was distributed among 321 EFL learners. It was revealed that all items demonstrated satisfactory factor loading. Furthermore, the association of LRS with two other closely-related constructs, buoyancy and achievement, was assessed in this research.
The Relationship Between EFL Learners' Resilience and Autonomous Learning
This study aimed to investigate relationship between resilience as a personality factor defined in positive psychology and autonomous learning as a newly developed subject in learning and teaching (EFL area). This research employed resilience scale by Connor and Davidson (2003) and learner autonomy questionnaire by Spratt, Humphreys and Chan (2002) to evaluate EFL learners' resilience level and their autonomy. To meet the purpose of this study, about 150 male and female participants randomly selected among undergraduate students majoring English language translation. Collected data of two questionnaires were analyzed through Spearman's correlation and regression. Findings of the correlation analysis revealed that there is a significant relationship between resilience and autonomy (ρ = .29, n = 156, p < .01). Also, results showed that resilience is a strong predictor for autonomous learning.
Resiliency in Education: The Case of Foreign Language Teachers
2016
The article covers the basics of resilience and the factors promoting sustainability within the field of education. With escalating demands on teachers in terms of increasing social pressures and expectations regarding quality of pedagogical provision, ’resilience’ is a topical area of research. The main objectives of the study include ascertaining how prone to professional stress are educators compared to other professionals, pointing out the areas where the major mismatches lie, and revealing the factors influencing professional adjustment in the sphere of foreign language teaching. The correlation and interdependence of resilience, emotional intelligence, social support and other individual factors have been studied using a valid sample of specialists in language teaching: resilience was considered one of the central, individual protective factors, as well as a serious prerequisite for a successful and fulfilling life. The sample of the study comprised three groups: first, senior...
Asian-Pacific Journal of Second and Foreign Language Education, 2020
The present study was an endeavor to investigate the differences between novice and experienced teachers’ achieving resiliency in an explanatory sequential mixed method study. Forty Iranian (i.e., 20 novice and 20 experienced) teachers, male and female, participated in the present study in quantitative study who were selected through convenience sampling method from several private language institutes in Tabriz with teaching experience between 2 and 15 years. The Connor and Davidson Resilience Scale (CD-RISC), developed by (Depression and Anxiety 18:76-82, 2003) was used to measure the novice and experienced teachers’ resiliency. The results obtained through the independent samples t-test revealed that there was a significant difference between novice and experienced teachers’ resiliency. That is to say, experienced teachers were more resilient than the novice teachers. The qualitative data were collected through in-depth interviews, focus group interviews and teachers’ stories. The...