Yu Miao, Wang Hongliang, Xia Guoping
College of Teacher Education, Baoding University, Baoding, China.
College of Artificial Intelligence, Baoding University, Baoding, China.
Front Psychol. 2022 Jan 13;12:828894. doi: 10.3389/fpsyg.2021.828894. eCollection 2021.
Due to the arrival of positive psychology (PP) in the development of teaching, the construct of engagement has been thrived and got a notable function in the educational arena. Alternatively, numerous individual differences, containing ambiguity of tolerance, have been taken into consideration as a result of the key role they can play in the process of learning, and thus, on different facets of the learners' engagement. Furthermore, resilience is recommended to be an alternate and effective way of engaging English as a foreign language (EFL) learners. Also, it is a significant feature of the human adaptation system in which students can efficaciously manage and tackle stressful involvements despite their troubles and disasters. Given the eminence of both ambiguity tolerance and resilience in educational settings and the fact that little attention has been given to these constructs in foreign language learning, the present review makes an effort to scrutinize the impact of ambiguity of tolerance and resilience on EFL learners' engagement. Succinctly, the fundamental roles of ambiguity tolerance and resilience in learners' engagement were confirmed, and consistent with the conclusions drawn from the present review, some suggestions are set forth concerning the implications of this paper.
由于积极心理学在教学发展中的出现，参与度这一概念得以蓬勃发展，并在教育领域发挥了显著作用。另外，由于许多个体差异，包括容忍模糊性，在学习过程中以及学习者参与度的不同方面都能发挥关键作用，因此它们也被纳入了考量范围。此外，韧性被认为是吸引英语作为外语（EFL）学习者的一种替代且有效的方式。而且，它是人类适应系统的一个重要特征，学生能够有效地管理和应对压力事件，尽管会遇到困难和灾难。鉴于容忍模糊性和韧性在教育环境中的重要性，以及在外语学习中对这些概念关注较少这一事实，本综述致力于审视容忍模糊性和韧性对EFL学习者参与度的影响。简而言之，容忍模糊性和韧性在学习者参与度中的基本作用得到了证实，并且与本综述得出的结论一致，本文提出了一些相关建议。
