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ORIGINAL RESEARCH article

Front. Psychol.
Sec. Educational Psychology
Volume 15 - 2024 | doi: 10.3389/fpsyg.2024.1467544
This article is part of the Research Topic Scales Validation in the Context of Inclusive Education View all 3 articles

Investigating Academic Resilience in Learning English: An Ecological Context of Undergraduate Students in Lahore, Pakistan

Provisionally accepted
Faiza Liaqat Faiza Liaqat 1*Muhammad Umer Azim Muhammad Umer Azim 2Muhammad Islam Muhammad Islam 3
  • 1 University of Lahore, Lahore, Pakistan
  • 2 Government College Township, Lahore, Punjab, Pakistan
  • 3 University of the Punjab, Lahore, Punjab, Pakistan

The final, formatted version of the article will be published soon.

    Despite a general understanding of the role resilience may play in students' wellbeing and learning growth, there has been little or no focus on examining the resilient attitude of undergraduate L2 learners from Lahore, Pakistan. Students from various linguistic and cultural backgrounds are drawn to Lahore because it is a hub for higher education in Pakistan with almost 28 public and private sector universities. This quantitative study collected data from 498 undergraduate students from various academic disciplines and ethnic backgrounds studying in the universities of Lahore. The study utilized a survey questionnaire on Student AR in English Learning Scale, adapted to align with Bronfenbrenner's Ecological System Theory.The study conducted statistical analyses, including Regression Analysis, one-way ANOVA, descriptive statistics, and frequency counts, to gain results. The findings underscored an important role of ecological factors, such as self-esteem, teacher support, peer support, and problem solving, which contributed significantly to the AR of participants. In addition, the findings also suggest that Baloch students exhibited lower scores across multiple dimensions of AR and social support as compared to all other ethnic groups, including Pashtun, Punjabis, Sindhi, and Saraiki. This research contributes to the understanding of resilience dynamics within a multicultural English language learning context and highlights the need to provide cultural sensitivity training to teachers and students in order to foster inclusive language learning environments.

    Keywords: Academic resilience, English Language Learning, Ecological system theory, ethnic differences, Inclusive education

    Received: 20 Jul 2024; Accepted: 23 Dec 2024.

    Copyright: © 2024 Liaqat, Azim and Islam. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Faiza Liaqat, University of Lahore, Lahore, Pakistan

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.