International Journal of Research Studies in Language Learning
CollabWritive Special Issue
2024 Volume 10 Issue 3
Available Online: 15 July 2024
Author/s:
Xie, Qian
Graduate School, Lyceum of the Philippines University – Batangas, Philippines
Fuyang Institute of Technology, Fuyang, China (Winiafaq@gmail.com)
Abstract:
This research aimed to assess the relationships among teacher support behavior, self-regulated learning strategies, and EFL learner resilience in Chinese vocational colleges. The study surveyed 400 non-English major students from three vocational colleges in Anhui province using a descriptive correlational method to examine these relationships. The findings revealed that students strongly agreed that their teachers provided support in emotional, academic, and instrumental domains. Moreover, students reported utilizing various self-regulated learning strategies, including goal setting, environment structuring, task strategies, time management, help-seeking, and self-evaluation. Additionally, students demonstrated resilience in ego, metacognitive, and social aspects. Importantly, positive relationships were identified among teacher support behavior, self-regulated learning strategies, and EFL learner resilience.
Keywords: teacher support behavior, self-regulated learning strategies, EFL learner resilience, Chinese vocational colleges, EFL context
DOI: https://doi.org/10.5861/ijrsll.2024.024
Cite this article:
Xie, Q. (2024). Teacher support behavior, self-regulated learning strategies and EFL learner resilience: A study of Chinese vocational students in an EFL context. International Journal of Research Studies in Language Learning, 10(3), 1-12. https://doi.org/10.5861/ijrsll.2024.024