Proceedings of the 8th International Academic Conference on Education
Year: 2024
DOI:
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Exploring EFL learners’ Resilience, Social-emotional Competence and English Learning Achievements
Hetian Yu, Zhimin Qiu
ABSTRACT:
With growing attention attached to positive psychology in foreign language learning, learners’ emotions have been increasingly researched in the educational area with the positive effects on academic performance reported. However, few studies have examined learners’ resilience and social-emotional competence in foreign language learning. To fill the void, the present study aimed to examine the relationships among Chinese EFL learners’ resilience, social-emotional competence, and English learning achievements. 346 Chinese EFL learners from two universities in mainland China were selected to participate in the questionnaire survey. Our structural equation modeling analysis provided three major findings. Firstly, it showed that EFL learners had an overall medium level of resilience and social-emotional competence in foreign language learning. Furthermore, EFL learners’ resilience and social-emotional competence significantly influenced their English learning achievements. In addition, EFL learners’ social-emotional competence was the strongest predictor of their English learning achievements. Some pedagogical implications for English language teaching in China are discussed.
keywords: English language teaching; Higher education; Positive psychology; Resilience; Social-emotional competence