The impact of resilience on L2 learners’ motivated behaviour and proficiency in L2 learning

Kim, Tae‐Young; Kim, Yoon-Kyoung

doi:10.1080/03055698.2016.1237866

Cited by 68 publications

(91 citation statements)

References 38 publications

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“…El segundo fue una escala de resiliencia con cinco dimensiones de felicidad, empatía, sociabilidad, persistencia y auto-regulación percibidas. El cuestionario fue designado y validado por Kim y Kim (2016) y luego traducido al persa y validado en este estudio. Los resultados de un análisis factorial confirmatorio (AFC) demostraron la validez de las versiones persas de las escalas.…”

Section: Safoura Jahedizadeh Ferdowsi University Of Mashhadunclassified

“…Other studies investigated the association between students' resilience and motivated behavior and proficiency level (Kim & Kim, 2016;Martin, 2008), psychological, social, and educational experiences (Gonzalez & Padilla, 1997), and involvement in school activities, academic performance, and family conflicts (Alva, 1991). Besides, a number of studies attempted to explore the relationship between resilience and academic achievement (Abolmaali & Mahmudi, 2013;Fallon, 2010;Kwek et al, 2013;Putwain et al, 2013;Reis, Colbert & Hebert, 2005;Scales et al, 2006;Speight, 2009;Waxman & Huang, 1997), success in homework and tests (Gordon, 1996;Somchit & Sriyaporn, 2004), and student engagement, self-efficacy, and self-esteem (Borman & Overman, 2004).…”

Section: Safoura Jahedizadeh Ferdowsi University Of Mashhadmentioning

confidence: 99%

“…The Persian version of Resilience Scale designed and validated by Kim and Kim (2016) was used to determine EFL student resilience which has been considered as an important criterion for testing potential functions of particular factors, especially motivational factors in L2 learning (e.g. Kim & Kim 2014;Kormos & Csizer, 2008;Mezei, 2014;Papi, 2010;Taguchi, Magid & Papi, 2009).…”

Section: Resilience Scalementioning

confidence: 99%

“…The latter was the resilience scale containing five dimensions of perceived happiness, empathy, sociability, persistence, and self-regulation. The questionnaire was designed and validated by Kim and Kim (2016) and then translated to Persian and validated in this study. The results of confirmatory factor analysis (CFA) demonstrated the validity of the Persian versions of the scales.…”

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confidence: 99%

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A Dynamic Model of EFL Learners' Personal Best Goals, Resilience, and Language Achievement

Ghanizadeh

Jahedizadeh

2018

RIMCIS

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One of the objectives of any educational endeavor is helping students to adopt a set of personal goals for their achievement. This is known as personal best (PB) referring to personalized goals or standards of excellence that match or exceed one's prior best in the academic context. It is also believed that PB goals can fluctuate in line with other academicassociated factors. The aim of the present study is to scrutinize these goals in association with students' resilience and language achievement. In other words, this study elucidated how English as a foreign language (EFL) learners' PB and resilience influence language achievement. To do so, 173 students studying in two private language institutes and a university completed two questionnaires. The former was PB scale designed by Martin (2006) measuring specific, challenging, competitively self-referenced, and self-improvement goals. It was then translated to Persian and validated by the present researchers. The latter was the resilience scale containing five dimensions of perceived happiness, empathy, sociability, persistence, and self-regulation. The questionnaire was designed and validated by Kim and Kim (2016) and then translated to Persian and validated in this study. The results of confirmatory factor analysis (CFA) demonstrated the validity of the Persian versions of the scales. The results of structural equation modeling (SEM) indicated that PB is a positive and significant predictor of resilience. Moreover, it was found that language achievement is predicted by both PB and resilience.

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Section: Safoura Jahedizadeh Ferdowsi University Of Mashhadunclassified

Section: Safoura Jahedizadeh Ferdowsi University Of Mashhadmentioning

confidence: 99%

Section: Resilience Scalementioning

confidence: 99%

mentioning

confidence: 99%

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A Dynamic Model of EFL Learners' Personal Best Goals, Resilience, and Language Achievement

Ghanizadeh

Jahedizadeh

2018

RIMCIS

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“…It has been generally known that the second language (L2) learning process can be time-consuming and painstaking. During this tedious process, learners may encounter numerous difficulties (Kim & Kim, 2016). Hence, learners' success can be attributed among other factors to their ability to bounce back, to withstand hardship, and to recover from stress, further defined as resilience (Kim & Kim, 2016;Nguyen et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

Indonesian L2 Learners’ Resilience and Self-directed Learning In Online Classes: A Correlational Study

Subekti

2022

JEELS

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The present study aimed to investigate Indonesian second language (L2) learners’ level of resilience and the relationship between their resilience and their self-directed learning (SDL) in an online learning setting at the time of the Covid-19 pandemic. The present study used a survey method by distributing Google Form questionnaires. The participants were 187 university student participants taking English for Academic Purposes (EAP) classes online in their respective departments. It was conducted to fill the void in resilience literature in the Indonesian L2 context and to find out the Indonesian learners’ resilience in the online learning setting as well as to know whether learners’ resilience was associated with their SDL, a critical element to succeed in online learning. The study found that learners possessed a high level of resilience. Learners were found to have a high level of realistic optimism and self-discipline, prominent characteristics of resilience. However, they reported a slightly lower level of capability in handling multiple tasks at the same time. The study further found that learners’ resilience was significantly, moderately, and positively correlated with their SDL. Based on the findings, possible contributions and implications are stated alongside the limitations of the study and possible directions for future research.

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E-Learning and E-Teaching Effectiveness: Academic Staff Perception

Bierne

Svirina

Titko

2019

Lecture Notes in Networks and Systems

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The impact of resilience on L2 learners’ motivated behaviour and proficiency in L2 learning

Cited by 68 publications

References 38 publications

A Dynamic Model of EFL Learners' Personal Best Goals, Resilience, and Language Achievement

A Dynamic Model of EFL Learners' Personal Best Goals, Resilience, and Language Achievement

Indonesian L2 Learners’ Resilience and Self-directed Learning In Online Classes: A Correlational Study

E-Learning and E-Teaching Effectiveness: Academic Staff Perception

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