Exploring Senior High School Students’ English Academic Resilience in the Chinese Context

中国高中生英语学业韧性实证研究

While academic resilience has been a hot topic in positive psychology,there is still scope for researchers to explore it in the field of applied linguistics.Drawing on the framework of L2(second language) learners’ resilience proposed by T.Y.Kim and Y.K.Kim(2017),the current study aims to examine senior high school students’ English academic resilience(EAR) and its relationship to their English achievement(EA).This study comprises a survey of 454 senior high school students.Follow-up interviews were carried out to triangulate the quantitative findings.The descriptive results demonstrate that students’ EAR is above the average,and its five subscales obtain medium to medium-higher levels due to the mean scores.It shows that students have good EAR that enables them to deal with academic adversity.The correlational analysis shows a low positive correlation between EAR and EA in general,and the subscales share medium to low correlations with students’ EA.EAR has a certain influence on EA,but the correlation may be influenced by other learner variables.Based on the results,suggestions on improving students’ EAR are provided.

学业韧性已成为积极心理学领域的热点话题,但在应用语言学领域仍有待探索。基于T.Y.Kim和Y.K.Kim(2017)提出的二语学习者韧性框架,本研究对高中生英语学业韧性(EAR)及其与英语成绩(EA)的关系进行研究。研究首先对454名高中生进行问卷调查,随后通过访谈进一步分析定量结果。描述性分析显示学生的英语学业韧性处于中等偏上水平。英语学业韧性的五个因素均达到中等或中等偏上水平。这表明学生具有良好的英语学业韧性,从而能够应对学业困境。相关分析表明,英语学业韧性和英语成绩具有低度的正相关关系。英语学业韧性的五个因素与英语成绩达到低度或中度相关。英语学业韧性对英语成绩有一定影响,但其相关性可能受其它学习者因素的影响。最后,基于研究结果提出了提高学生英语学业韧性的建议。