Role of Resilience in (De)Motivation and Second Language Proficiency: Cases of Korean Elementary School Students
- Authors
- Kim, Tae-Young; Kim, Youngmi; Kim, Ji-Young
- Issue Date
- Apr-2019
- Publisher
- Kluwer Academic/Plenum Publishers
- Keywords
- Resilience; English as a foreign language (EFL); EFL learning (de)motivation; Elementary school students; Structural equation modeling
- Citation
- Journal of Psycholinguistic Research, v.48, no.2, pp 371 - 389
- Pages
- 19
- Journal Title
- Journal of Psycholinguistic Research
- Volume
- 48
- Number
- 2
- Start Page
- 371
- End Page
- 389
- URI
- https://scholarworks.bwise.kr/cau/handle/2019.sw.cau/3336
- DOI
- 10.1007/s10936-018-9609-0
- ISSN
- 0090-6905
1573-6555
- Abstract
- The current study aims to explore the influence of resilience on (de)motivation and second language proficiency among elementary school students in South Korea. A total of 367 sixth-grade students completed questionnaires at three elementary schools. The data were analyzed with factor analysis and structural equation modeling (SEM). The results show that resilience is composed of metacognitive adaptation, sociability, optimism, perseverance, and communicative efficacy. In terms of the influence of resilience, the SEM presents that the direct impact of resilience on English as a foreign language (EFL) learning motivation is greater than its impact on demotivation. Regarding the impact of EFL learning (de)motivation and resilience on English proficiency, EFL learning demotivation plays the most dominant role. The findings indicate that it is important to simultaneously sustain EFL learning motivation and prevent demotivation to help learners achieve their desired level of English proficiency in an EFL context. © 2018, Springer Science+Business Media, LLC, part of Springer Nature.
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Collections - College of Education > Department of English Education > 1. Journal Articles
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