Challenges and Resilience-Building: A Narrative Inquiry Study on a Mid-Career Chinese EFL Teacher

Due to the arrival of positive psychology (PP) in the development of teaching, the construct of engagement has been thrived and got a notable function in the educational arena. Alternatively, numerous individual differences, containing ambiguity of tolerance, have been taken into consideration as a result of the key role they can play in the process of learning, and thus, on different facets of the learners’ engagement. Furthermore, resilience is recommended to be an alternate and effective way of engaging English as a foreign language (EFL) learners. Also, it is a significant feature of the human adaptation system in which students can efficaciously manage and tackle stressful involvements despite their troubles and disasters. Given the eminence of both ambiguity tolerance and resilience in educational settings and the fact that little attention has been given to these constructs in foreign language learning, the present review makes an effort to scrutinize the impact of ambiguity of tolerance and resilience on EFL learners’ engagement. Succinctly, the fundamental roles of ambiguity tolerance and resilience in learners’ engagement were confirmed, and consistent with the conclusions drawn from the present review, some suggestions are set forth concerning the implications of this paper.

Section: Review Of the Literaturementioning

confidence: 99%

The Review on the Role of Ambiguity of Tolerance and Resilience on Students’ Engagement

Wang

Xia

2022

“…Having resilience means being able to survive and deal with the adverse influences of stressful circumstances and various challenges encountered daily ( Richardson, 2002 ). In the teaching career, resilience is a vivacious fundamental to comprehend instructing and educational approaches that happen while people associate their assets with topic-oriented ones and make use of operative approaches and tactics to triumph over difficulties and sustain their wellbeing ( Greenier et al, 2021 ; Xue, 2021 ).…”

Section: Review Of Literaturementioning

confidence: 99%

“…Being competent despite unfavorable circumstances is known as resilience and has to do with the capability to recover from psychological damage ( Civita, 2000 ). As a result, resilience is an outcome of the interaction between people, their social contexts, and their cultural contexts; it is significantly correlated with psychological wellbeing measurements ( Lavin Venegas et al, 2019 ; MacIntyre et al, 2019 ; Xue, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

The Role of Students’ Self-Regulated Learning, Grit, and Resilience in Second Language Learning

Wang

2021

It has been established that grit has a fundamental role in the learning and teaching process since gritty learners are more likely to take part in classroom activities and they are also motivated to deal with challenges in difficult circumstances. In addition, to guard against these hardships as well as self-control in responding to unpredicted circumstances, a similar construct arouses in positive psychology called resilience that describes perseverance and emphasizes people’s abilities. Besides, language learners’ engagement and performance in the foreign or second language classroom can be improved through self-regulated learning (SRL) which is viewed as one of the most inspected issues in learning and psychology. A present review has been conducted to scrutinize the relationship between language learners’ SRL and learners’ resilience and grit based on their positive theoretical relationship with educational success. Consequently, the issue of educator training and administrative training is illuminated through several aspects.

“…Resilient entrepreneurs who show a great level of being unbiased and adjust quickly to variation are well prepared for success (Martinelli et al, 2018 ; Xue, 2021 ). In addition, educator resilience can be characterized as the ability of educators to recover despite hardship and unpredictable situations encountered every day (Gu and Day, 2013 ).…”

Section: Introductionmentioning

confidence: 99%

“…Moreover, the resilience of educators is explained as a dynamic cycle in which their specific attributes are associated with situational resources to characterize their reactions to unfavorable occurrences (Mansfield et al, 2012 ). The emotional reaction to everyday classroom encounters, emotional control, and dealing with anxiety is known as emotional resilience (Xue, 2021 ). It involves individual characteristics, attributes, and/or techniques that educators use in dealing with challenges like the capability of controlling their feelings and not taking matters personally, possessing humor, being emotionally smart, taking pleasure in instructing, and possessing a sense of individual satisfaction (Mansfield et al, 2012 ).…”

Section: Introductionmentioning

confidence: 99%

The Role of EFL Teachers' Self-Efficacy and Emotional Resilience in Appraisal of Learners' Success

Yu-xiu

2022

Different elements in education should be taken into account in the development of education which affects learners' success. Educators are one of the main elements of any educational program, primarily in mainstream education, and there is considerable research recognizing this and the fact that educators have a significant effect on learners' success. Therefore, education can be enhanced simply by enhancing educators' effectiveness. Moreover, because of the importance of educators' factors, many researchers have emphasized educator attributes over the last 20 years. In an attempt to better explain the interaction between educator-related concepts in the setting of English as a Foreign Language (EFL), educator self-efficacy has a significant impact on the educators' everyday lives as well as on their learners and is regarded as an important factor in successful education and instruction. Furthermore, as one of the characteristics, teacher resilience is a multifaceted and developmental concept that has newly captured the interest of some scholars, specifically in the last 20 years, allowing educators not only to face difficult situations to survive but also to recover and prosper. To this end, the current review tries to emphasize these two significant factors in regulating learners' success. Corresponding to this review, some suggestions for further research are provided and pedagogical implications are proposed.