خلاصه ماشینی:
"The implications of this study pointed to the importance of significant others, and social support from teachers, family and friends in providing EFL learners with effective copying skills manifested as resilience in confrontation with unwelcoming stressful tasks and challenges in the process of language learning.
Among the protective factors affecting educational outcomes for individuals, Rutter (1987) highlighted the importance of external social support structures, and parental personality characteristics in providing students with opportunities for positive education in the face of adversity.
Researchers maintained that support from family, teachers, schools, and peers have been argued to be helpful and influential in helping students positively adapt to the transition from high school to university (Southwick, Morgan, Vythilingam, & Charney, 2006; Urquhart & Pooley, 2007).
The objective of this study is to investigate the predictive relationship between perceived social support (social support of family, significant others, and friends) and resilience in English language learners.
The objective of this study is to investigate the predictive relationship between perceived social support (social support of family, significant others, and friends) and resilience in English language learners.
All in all, it can be argued that social support including significant others, support from family, teacher, and friend can act as protective factors and buffer learners from the impact of stressful situations and threats they experience when learning a foreign language.
This study pointed to the importance of significant others as well as social support from family and friends in providing EFL learners with effective copying skills manifested as resilience in confrontation with unwelcoming stressful tasks and challenges in the process of language learning."