Volume 29, Issue 3
DOI: 10.24205/03276716.2020.770
A Correlational Study on Psychological Resilience and L2 Demotivation among Chinese EFL Learners
Abstract
This paper reports on the results of a study exploring the correlation between second language (L2) demotivation and psychological resilience among 141 Chinese undergraduate students in their English learning. Data were collected through a questionnaire survey and were processed by means of inferential analysis. The factor analysis identified five demotivators encompassing teacher-related factor, non-communicative teaching mode, lack of intrinsic interest, negative peer influence, and undesirable teaching conditions, and three resilience factors including metacogitive adaptation, realistic optimism, and communicative efficacy. The Pearson Correlation analysis showed a significantly positive correlation in L2 demotivation with metacogntive adaptation, and in metacognitive adaptation with teacher-related factors, lack of intrinsic interest, negative peer influence, and undesirable teaching conditions. It also revealed a significantly negative correlation in L2 demotivation with realistic optimism, in realistic optimism with teacher-related factors, lack of intrinsic interest, and undesirable teaching conditions, and in communicative efficacy with teacher-related factors. Implications for sustaining psychological resilience and diminishing demotivation for Chinese EFL learners were discussed.
Keywords
L2 demotivation; resilience; correlation; Chinese EFL learners