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The Complex, Dynamic and Co-adaptive Relationship between Pronunciation Teachers’ Cognitions, Pedagogical Practices and Wider Contexts: A Case from Vietnamese Tertiary Education
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Teachers’ Attitudes toward Autism Spectrum Disorder: A Systematic Review
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In: Education Sciences; Volume 12; Issue 2; Pages: 138 (2022)
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‘I have enjoyed teaching science more’: Changing the attitudes of primary teachers and pupils towards science
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Children’s negotiation of meanings about geometric shapes and their properties in a New Zealand multilingual primary classroom
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Συσχέτιση των στάσεων των εκπαιδευτικών των διαπολιτισμικών γυμνασίων προς τους αλλόγλωσσους μαθητές τους και των πρακτικών που εφαρμόζουν κατά τη διδασκαλία της νεοελληνικής γλώσσας ...
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Mindfulness practices in secondary schools: Exploring teachers’ attitudes, and the barriers and facilitators to achieving teacher buy-in to a whole-school approach
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Jefferies, Willow. - : Edith Cowan University, Research Online, Perth, Western Australia, 2021
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In: Theses: Doctorates and Masters (2021)
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Local Renewable Energy Development: School Teachers’ Perceptions, Attitudes and Teaching Intentions
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In: Education Sciences ; Volume 11 ; Issue 10 (2021)
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A Phenomenological Study of Teachers' Perceptions and Interactions of English Language Learners ...
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Creencias de los profesores de la Argentina sobre el uso de metáforas conceptuales en el aula de ELE/L2 y su implicancia en la competencia comunicativa
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Resilience in the context of learning English as a foreign language in Vietnam: An exploratory study using complex dynamic systems theory
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Abstract:
Learning a second/foreign language can be an arduous process during which the language learner may encounter many challenges both from the context and from within. To maintain the learning process and to succeed, it seems that the learner needs resilience - the ability to bounce back from adversity. Although success in second/foreign language learning has been claimed by SLA researchers to be attributable to various contextual and individual factors, resilience has received scant attention in the field of second language acquisition. This study explores the concept of resilience to shed light on the phenomenon of success in foreign language learning despite challenges and difficulties. It aims to conceptualise foreign language learner resilience in the context of English teaching and learning at the university level in Vietnam. The study is guided by the overarching research question What does foreign language learner resilience look like? This study explored foreign language learner resilience as a complex dynamic system. Accordingly, it took the notions of self-organisation of complex dynamic systems and retro-diction in researching complex dynamic systems as the basis for designing the research. The foreign language learner resilience system, hence, was explored retrospectively by identifying a selection of people who seemed to typify resilient learners and the study worked backwards to explain how they had become so. The study employed a qualitative research design which included focus group discussions and semi-structured interviews, sequentially linked with each other, as the two main data collection methods. Three focus group discussions were conducted with teachers of English at a university in Vietnam (N=13) to identify typical resilient language learners seen as possible patterns in the system. Based on the focus group discussion data, questions for semi-structured interviews were developed for the second phase of data collection which aimed to identify the components of the system. Thirty students who self-identified as resilient English learners voluntarily participated in the semi-structured interviews. They included first-year students (N=17) and fourth-year students (N=13) from the same university. Findings indicated that foreign language learner resilience is a complex dynamic system, composed of contextual and individual factors emerging from the interactions between the students and aspects of three contextual dimensions (community/society, institution and family), across their English learning trajectories. Core to the system are motivation, emotion, agency, autonomy, perseverance and optimism evolving and fluctuating in association with their interactions with the above contexts. The system is characterised by the nonlinear interactive mechanism between factors both detrimental and conducive to the language learning process. The findings of this study attest to the conceptualisation of resilience as a process in mainstream psychological research. Given the scant research into the concept in the SLA field, this study provides a new and deeper understanding of resilience in second/foreign language learning. More importantly, its findings help integrate a disparate set of contextual and individual factors influencing second/foreign language learning success. As the study presents a new concept to the context of foreign language education in Vietnam, it provides teachers and administrators with insights into the difficulties and challenges Vietnamese EFL learners at the university level might face and the resources they can draw on in the face of adversity or stress. Drawing on the findings, it is suggested that teacher-student rapport should be enhanced to contribute to generating a synergy of motivation, positive emotions, autonomy and agency, perseverance and optimism that help the learners withstand challenges and difficulties to succeed in foreign language learning.
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Keyword:
College students -- Vietnam -- Attitudes; College teachers -- Vietnam -- Attitudes; Complex dynamic systems theory; Education; English language -- Study and teaching (Higher) -- Vietnam; Foreign language learning; Higher -- Vietnam -- Psychological aspects; Resilience; Resilience (Personality trait); Second language acquisition -- Psychological aspects
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URL: https://hdl.handle.net/10289/14584
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| 11 |
Secondary school science teachers’ Pedagogical Content Knowledge (PCK) in their classroom practice
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Competing voices: Dialogic perspectives on Chinese children’s use of touch screen devices in a New Zealand early childhood education setting
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Attitudes to pupils with EBD: an implicit approach
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In: Scanlon, Geraldine orcid:0000-0003-4331-5582 , McEnteggart, Ciara and Barnes-Holmes, Yvonne (2020) Attitudes to pupils with EBD: an implicit approach. Emotional and Behavioural Difficultie, 25 (2). ISSN 1363-2752 (2020)
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Understanding the Academic Help-Seeking Strategies and Experiences of Black First-Generation Engineering Undergrads
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Language maintenance through primary school education: the case of Daighi ...
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Identification of Variables that Predict Teachers’ Attitudes toward ICT in Higher Education for Teaching and Research: A Study with Regression
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In: Sustainability ; Volume 12 ; Issue 4 (2020)
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Teaching Minority Languages in Multiethnic and Multilingual Environments: Teachers’ Perceptions of Students’ Attitudes toward the Teaching of Basque in Compulsory Education
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In: Education Sciences ; Volume 10 ; Issue 2 (2020)
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Language maintenance through primary school education: the case of Daighi
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Pre-service teachers' gendered attitudes towards role modelling in health and physical education
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Computer assisted language learning in English language classrooms in Bosnia and Herzegovina
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In: ExELL (Explorations in English Language and Linguistics), Vol 8, Iss 1, Pp 14-46 (2020) (2020)
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