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Examining resilience in EFL contexts: a survey study of university students in China

  • Rining Wei ORCID logo , Yang Wang und Xinyu Li ORCID logo EMAIL logo
Veröffentlicht/Copyright: 2. Juni 2022
International Review of Applied Linguistics in Language Teaching
Aus der Zeitschrift International Review of Applied Linguistics in Language Teaching Band 61 Heft 4

Abstract

Resilience, a psychological individual difference variable, has not received adequate scholarly attention in education contexts. The present study investigated the resilience level among 273 university EFL learners in China with T.-Y. Kim and Kim’s (2017. The impact of resilience on L2 learners’ motivated behaviour and proficiency in L2 learning. Educational Studies 43(1). 1–15) scale, which comprised five sub-components of resilience in the Korean EFL context. Confirmatory factor analysis and reliability analysis showed that self-regulation, one sub-component identified in the Korean context, was also found in the factorial structure of resilience in the Chinese EFL context; accordingly, self-regulation was hypothesised to be a “Resilience Core” that can be found in different learning contexts. Hierarchical regression analyses revealed that the selected sociobiographical variables (e.g., a global measure of multilingualism, GMM) affected resilience and “Resilience Core” to varying degrees; for example, L2 joy (ΔR2 = 14.2–23.3%) and GMM (2.9–7.8%) emerged as important predictors for resilience because their minimum ΔR2 exceeded the “typical” effect size benchmark (1%).

Keywords: bilingualism; effect size; multilingualism; psychological profile; resilience
Corresponding author: Xinyu Li, Department of Applied Linguistics, Xi’an Jiaotong-Liverpool University, (South Campus), Chongwen Rd., SIP, Suzhou, Jiangsu Province, China, E-mail:

Funding source: Xi’an Jiaotong-Liverpool University

Award Identifier / Grant number: REF-19-02-01

  1. Disclosure statement: No potential conflict of interest was reported by the authors.

Appendix 1: The resilience scale from T.-Y. Kim and Kim (2017).

Self-regulation
2. I believe that I am able to control my emotions when having difficulties.
19. I can regulate my feelings when having discussions with my family or friends regarding sensitive social issues.
11. I am aware of what I am thinking no matter how hard the situation is.
Persistence
9. When I have a problem, I try to solve it after reflecting on the cause of the problem.
1. I first contemplate diverse possible solutions to a problem in order to solve it.
3. I can break through any distractions when having important things to do immediately.
20. I easily give up when things go wrong.
Perceived happiness
13. I am satisfied with my life.
5. The conditions of my life are satisfactory.
22. I have most of the things that I find important in my life.
12. If I write down all of the things that I feel grateful for, there will be a long list.
23. I am sure that everything will be fine even in difficult situations.
6. I think my hard work always pays off.
21. When I look around me, there are few things that I feel grateful for.
14. I find it a good attitude to believe that “I can solve any difficult problems.”
4. I have few things to feel grateful for.
Empathy
17. When people are sad, angry, or embarrassed, I can find out what they are thinking about.
8. I can recognise how people feel by their facial expressions.
26. When my friends are angry, I readily find out the reason for that.
18. I am aware of what is wrong in most circumstances.
25. I can lead conversations well in accordance with a specific atmosphere or interlocutor.
10. When I think of something, I know how it affects my feelings.
16. I am good at finding the right words for what I would like to express.
Sociability
15. I have few friends to talk to with an open mind.
24. I have few friends to help each other out.
7. I think most of the people that I regularly meet would come to dislike me.

Appendix 2: Hierarchical regression predicting resilience: results

B SEB β p R 2 ΔR2 ΔF
Model 1 0.023 0.023 6.338
Major –0.085 0.034 –0.151 0.012
Constant 3.720 0.065 <0.0005
Model 2 0.186 0.012 3.283
Major –0.078 0.034 –0.138 0.022
Age 0.012 0.007 0.109 0.071
Constant 3.431 0.173 <0.0005
Model 3 0.191 0.002 0.488
Major –0.076 0.034 –0.135 0.026
Age 0.009 0.007 0.087 0.201
Education 0.038 0.054 0.047 0.485
Constant 3.391 0.182 <0.0005
Model 4 0.253 0.028 7.943
Major –0.075 0.034 –0.132 0.028
Age –0.001 0.008 –0.005 0.950
Education 0.017 0.054 0.021 0.753
Years of learning English 0.026 0.009 0.198 0.005
Constant 3.307 0.182 <0.0005
Model 5 0.291 0.021 6.025
Major –0.046 0.035 –0.082 0.193
Age –0.003 0.008 –0.027 0.713
Education 0.004 0.053 0.005 0.942
Years of learning English 0.022 0.009 0.163 0.023
English proficiency 0.086 0.035 0.166 0.015
Constant 3.067 0.205 <0.0005
Model 6 0.382 0.061 18.934
Major –0.043 0.034 –0.077 0.205
Age <0.0005 0.008 –0.002 0.978
Education 0.038 0.052 0.048 0.469
Years of learning English 0.024 0.009 0.181 0.009
English proficiency 0.035 0.036 0.067 0.335
GMM 0.013 0.266 <0.0005
Constant 2.694 0.216 <0.0005
Model 7 0.536 0.142 52.772
Major –0.034 0.031 –0.061 0.274
Age 0.003 0.007 0.032 0.629
Education 0.048 0.048 0.061 0.314
Years of learning English 0.016 0.008 0.117 0.067
English proficiency –0.013 0.034 –0.025 0.699
GMM 0.009 0.003 0.186 0.001
L2 joy 0.140 0.019 0.409 <0.0005
Constant 2.258 0.207 <0.0005

Appendix 3: Hierarchical regression predicting “Resilience Core” (i.e., self-regulation): results

B SEB β p R 2 ΔR2 ΔF
Model 1 0.013 0.013 3.652
Years of learning English 0.024 0.013 –0.151 0.057
Constant 3.304 0.183 <0.0005
Model 2 0.024 0.011 3.054
Years of learning English 0.023 0.013 0.106 0.080
Major –0.095 0.054 –0.105 0.082
Constant 3.497 0.213 <0.0005
Model 3 0.048 0.023 6.585
Years of learning English 0.011 0.013 0.051 0.418
Major –0.045 0.057 –0.050 0.434
English proficiency 0.144 0.056 0.173 0.011
Constant 2.997 0.287 <0.0005
Model 4 0.140 0.092 28.697
Years of learning English 0.006 0.013 0.027 0.656
Major –0.034 0.054 –0.037 0.537
English proficiency 0.071 0.055 0.086 0.195
L2 joy 0.175 0.033 0.320 <0.0005
Constant 2.418 0.294 <0.0005
Model 5 0.210 0.070 23.752
Years of learning English 0.016 0.013 0.077 0.191
Major –0.033 0.052 –0.037 0.525
English proficiency 0.006 0.054 0.008 0.909
L2 joy 0.142 0.032 0.260 <0.0005
GMM 0.022 0.004 0.286 <0.0005
Constant 2.029 0.293 <0.0005

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Received: 2021-12-16
Accepted: 2022-05-11
Published Online: 2022-06-02
Published in Print: 2023-11-27

© 2022 Walter de Gruyter GmbH, Berlin/Boston

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  2. Research Articles
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  17. Measuring and profiling Chinese secondary school English teachers’ language mindsets: an exploratory study of non-native teachers’ perceived L2 proficiency loss
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https://doi.org/10.1515/iral-2021-0221
Schlagwörter für diesen Artikel
bilingualism; effect size; multilingualism; psychological profile; resilience

Artikel in diesem Heft

  1. Frontmatter
  2. Research Articles
  3. Investigating the impact of task complexity on uptake and noticing of corrective feedback recasts
  4. Consequences of the comparative fallacy for the acquisition of grammatical aspect in Spanish
  5. Incorporating peer feedback in writing instruction: examining its effects on Chinese English-as-a-foreign-language (EFL) learners’ writing performance
  6. Listener engagement: the missing link in research on accented speech
  7. Enhancing English spatial prepositions acquisition among Spanish learners of English as L2 through an embodied approach
  8. Lexical and grammatical collocations in beginning and intermediate L2 argumentative essays: a bigram study
  9. When concept-based language instruction meets cognitive linguistics: teaching English phrasal verbs with up and out
  10. Validation of a multiple-choice implicature test: insights from Chinese EFL learners’ cognitive processes
  11. A longitudinal study of topic continuity in Chinese EFL learners’ written narratives
  12. Miscommunicated referent tracking in L2 English: a case-by-case analysis
  13. Rule-based or efficiency-driven processing of expletive there in English as a foreign language
  14. When are performance-approach goals more adaptive for Chinese EFL learners? It depends on their underlying reasons
  15. Teaching L2 Spanish idioms with semantic motivation: should this be done proactively or retroactively?
  16. Role of individual differences in incidental L2 vocabulary acquisition through listening to stories: metacognitive awareness and motivation
  17. Measuring and profiling Chinese secondary school English teachers’ language mindsets: an exploratory study of non-native teachers’ perceived L2 proficiency loss
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  19. Comparing motivational features between feedback givers and receivers in English speaking class
  20. Examining resilience in EFL contexts: a survey study of university students in China
  21. High school EFL teachers’ oral corrective feedback beliefs and practices, and the effects of lesson focus
  22. L3 acquisition of aspect: the influence of structural similarity, analytic L2 and general L3 proficiency
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Heruntergeladen am 20.11.2025 von https://www.degruyterbrill.com/document/doi/10.1515/iral-2021-0221/html
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