How burnout, resilience, and engagement interplay among EFL learners? A mixed-methods investigation in the Chinese senior high school context

HANWEI WU; YUNSONG WANG; YONGLIANG WANG

doi:10.30827/portalin.viIX.29878

Autores/as

HANWEI WU Hunan Normal University, Changsha, China
YUNSONG WANG Nanjing Normal University, Nanjing, China https://orcid.org/0009-0004-8918-7613
YONGLIANG WANG Nanjing Normal University, Nanjing, China (Corresponding author)

DOI:

https://doi.org/10.30827/portalin.viIX.29878

Palabras clave:

aprendizaje de inglés como lengua extranjera (EFL), agotamiento, resiliencia, compromiso, estudiantes chinos de secundaria superior

Resumen

El aprendizaje del inglés como lengua extranjera (EFL) es esencial para los estudiantes chinos de secundaria, pero el agotamiento puede afectar su participación y rendimiento. Sin embargo, la resiliencia puede mejorar su participación y protegerlos del agotamiento. Este estudio de métodos mixtos tuvo como objetivo investigar la interacción entre el agotamiento, la resiliencia y la participación entre 414 estudiantes chinos de secundaria que aprenden EFL. Utilizando AMOS 24, los análisis cuantitativos con el modelado de ecuaciones estructurales (SEM) revelaron la reciprocidad entre estas tres construcciones. Específicamente, el agotamiento se asoció negativamente tanto con la resiliencia como con la participación, explicando el 28,6% y el 33,3% de su varianza compartida respectivamente. Además, la resiliencia y la participación se correlacionaron positivamente, compartiendo el 70,6% de su varianza. Las entrevistas cualitativas semiestructuradas con 15 estudiantes, analizadas por MAXQDA 2022, respaldaron esta reciprocidad al especificar el papel de cada componente de estas construcciones. Este estudio también discute las implicaciones teóricas y prácticas de los hallazgos y sugiere direcciones para futuras investigaciones.

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