Visiting the studies of resilience in language learning: From concepts to themes.

Resilience, as a positive personal trait, has been a topic of hot debate in the field of general education with the booming perspective of positive psychology. The exploration of learner resilience is conducive to understanding how learners grapple with setbacks, positively adapt, and function well in the presence of challenging situations. To date, some attention is paid to the structure of learner resilience, its relationships with other psychological variables, and its impacts on academic achievement.

The Performance Characterization and Optimization of Fiber-Optic Acoustic Pressure Sensors Based on the MOEMS Sensitized Structure.

In order to investigate the factors affecting the acoustic performance of the extrinsic Fabry-Perot interferometer (EFPI) fiber-optic acoustic pressure sensor and to effectively improve its detection capability, this paper enhances the sensor's detection sensitivity by adding more sensitized rings to its acoustic pressure-sensitive film. Furthermore, a novel real-time coupled acoustic test method is proposed to simultaneously monitor the changes in the spectral and acoustic metrics of the sensor to characterize its overall performance. Finally, an EFPI-type fiber-optic acoustic pressure sensor was developed based on the Micro-Optical Electro-Mechanical System (MOEMS).

Unraveling EFL Teacher Buoyancy in Online Teaching: An Ecological Perspective.

Due to the COVID-19 pandemic, online teaching became a significant method at different levels of education across the globe. The transition from traditional offline to online educational environments brought new challenges for language teachers. Buoyancy plays a crucial role for teachers to bounce back from challenging situations.

A Mixed-Methods Study on Senior High School EFL Teacher Resilience in China.

While teacher resilience has gained significant attention in recent years, empirical exploration of this issue is still insufficient, particularly with regard to English as a foreign language (EFL) teacher resilience in China. In this context, this study employed a mixed-methods design to investigate Chinese EFL teacher resilience. Specifically, the Connor-Davidson Resilience Scale (CD-RISC)-EFL Teacher Survey was distributed to 330 Chinese senior high school EFL teachers.

Unpacking EFL Teacher Self-Efficacy in Livestream Teaching in the Chinese Context.

Teacher self-efficacy has long been researched in the context of face-to-face teaching, but it has received less attention with regard to online teaching. To address this gap, the current study utilized a questionnaire adapted from Lin and Zheng as the major instrument and supplementary interviews to examine teacher self-efficacy in livestream teaching in the Chinese context. Exploratory factor analysis results from 486 senior high school English as a foreign language (EFL) teachers in China yielded a two-factor structure of teacher self-efficacy comprising instructional self-efficacy and technological self-efficacy.