Exploring English Learning Resilience among Thai EFL Learners: A Structural Equation Modeling (SEM) Approach
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Abstract
This study aims to examine the construct validity of the English Language Resilience Scale (ELRS), explore how English learning resilience can be predicted through the six factors of resilience (i.e. planning, self-control, persistence and continuity in English learning, growth mindset, flexibility, and sociability), investigate how English learning resilience can predict English learning achievement, and examine the mediating effect of English learning resilience on the relationship between the aforementioned six factors and English learning achievement. The ELRS with seven sub-scales (i.e. planning, self-control, persistence and continuity in English learning, growth mindset, flexibility, sociability, and English learning resilience) was validated by distribution to 150 second-year undergraduate students. The results of Pearson Correlation Coefficient revealed positive correlation among the seven variables in the ELRS, and the goodness of fit measures found in the Confirmatory Factor Analysis (CFA) indicated construct validity of the ELRS. Then, the ELRS was distributed to 300 second-year students in English for Specific Purposes courses in the second semester of academic year 2023 at a university in Thailand. Structural Equation Modeling (SEM) revealed that the six factors positively predicted English learning resilience. Moreover, English learning resilience significantly predicted English learning achievement. Furthermore, the six factors had significant and positive indirect effects on English learning achievement through English learning resilience. The ELRS used in this study was rigorously developed and validated, so it could serve as a valuable instrument for future research on resilience in ESP and other academic contexts. Applying it to further studies can also enhance result comparability and support the advancement of resilience-focused educational practices.
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