The Relationship between Turkish EFL Learners' Academic Resilience and English Language Achievement

Autor/inn/en	Öz, Gülsah; Sahinkarakas, Sehnaz
Titel	The Relationship between Turkish EFL Learners' Academic Resilience and English Language Achievement
Quelle	In: Reading Matrix: An International Online Journal, 23 (2023) 1, S.80-91 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; English (Second Language); Second Language Learning; Resilience (Psychology); Gender Differences; Correlation; Language Skills; Academic Persistence; Reflection; Help Seeking; Affective Behavior; Emotional Response; Turkey + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Geschlechterkonflikt; Korrelation; Language skill; Sprachkompetenz; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Affective disturbance; Active behaviour; Affektive Störung; Emotionales Verhalten; Türkei
Abstract	The present study aims to investigate Turkish EFL learners' academic resilience levels. Whether gender can be a factor in the learners' academic resilience was also examined. Additionally, figuring out the correlation between learners' academic resilience and their English language achievement was within the aims of this research. To achieve this, a quantitative correlational research design was adopted, and an academic resilience scale was administered to the prep class students from the English Language Teaching Department and English Language Literature Department at a state university in Türkiye. The findings of the study indicate that the prep class students' academic resilience levels are at a medium level. The sub-categories of the questionnaire have shown that the students are highly perseverant while they are reflective, adaptive help-seeker and they avoid negative effects and emotional responses at a medium level in the face of academic adversity. As for gender factors, it has been posed that male students are less affected by negative events and give responses less emotionally when they face difficulty in the academic context. On the other hand, it has been revealed that a positive but weak correlation exists between the students' levels of academic resilience and academic achievement in English. (As Provided).
Anmerkungen	Reading Matrix, Inc. University of South Florida Polytechnic, College of Human and Social Sciences, Division of Education, 3433 Winter Lake Road LMD 8038, Lakeland, FL 33805. Tel: 863-667-7712; Fax: 863-667-7098; e-mail: editors@readingmatrix.com; Web site: https://www.readingmatrix.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01