A Study On The Impact Of Junior High School Students’ Perceived English Teacher Support On Academic Resilience In English Learning

Academic resilience refers to students’ ability to positively adapt and develop well when they encounter adversities,setbacks and pressures in their study.Language learning is a continuous and often tedious process during which students inevitably encounter setbacks and difficulties,which probably have an impact on their academic performance and psychological development,thus making the cultivation of students’ academic resilience a significant issue in junior high school English teaching.Moreover,English teachers are one of the external factors that directly influence the development of students,and support from whom has a significant impact on the facilitation of students’ academic resilience.Hence,it is of great value to explore the impact of teacher support on students’ academic resilience.To fill the gap in previous studies,based on Self-determination Theory and Resilience Theory in Psychology,the present study aims at exploring the impact of perceived English teacher support on junior high school students’ academic resilience in English learning,adopting a combination of quantitative and qualitative method.Two hundred and fifteen five students from a junior high school in Foshan City,Guangdong province,are selected as the research participants.Consequently,some insights for the cultivation of junior high school students’ English academic resilience are provided from the perspective of teacher support.This study primarily centers on the three research questions:1.What is the current situation of perceived English teacher support of junior high school students?2.What is the current situation of English academic resilience of junior high school students?3.What is the impact of perceived English teacher support of junior high school students on their English academic resilience?Major findings are presented as follows:1.In general,junior high school students’ perceived English teacher support is at a high level.Specifically,the level of students’ perceived teacher support from high to low is autonomy support,cognitive support,and emotional support.2.Generally,students’ English academic resilience is at a relatively high level,which indicates that when encountering setbacks in English learning,most students are able to persist in their learning,make reflection on their study,seek help positively,and release their negative feelings.3.Junior high school students’ perceived English teacher support has a positive and significant impact on their academic resilience in English learning.To be more explicit,teacher emotional support has different levels of impact on the three dimensions of students’ English academic resilience;teacher autonomy support is a significant predictor of students’ perseverance as well as reflecting and adaptive help-seeking;while no significant impact can be found between teacher cognitive support and the three dimensions of students’ English academic resilience.Based on the above-mentioned findings,this study provides some suggestions for the cultivation of students’ academic resilience from the three dimensions of teacher support,thus making some implications for English teachers in junior high school.