Factors shaping language learning adversity quotient: the impact of family, self-influence, and educational environment

Abstract

This study explores the factors shaping the language learning adversity quotient (LLAQ) and examines the interplay between family influence, self-influence, and educational environment influence in fostering resilience in language learning. The research addresses a gap in the existing literature by investigating the factors that are associated with students’ resilience in language learning. A cross-sectional survey was administered to 434 undergraduate students from a university in Vietnam, utilizing a structured questionnaire to assess the impact of these influences. The findings highlight that family influence plays a pivotal role in nurturing resilience, while self-influence is critical in sustaining students’ persistence. Although educational environment influence received a lower rating, it was found to have a significant correlation with self-influence, suggesting an indirect contribution to LLAQ. The study underscores the importance of enhancing familial support and fostering students’ self-agency. Moreover, it suggests that cultivating a supportive educational environment can indirectly bolster resilience by empowering students to take greater responsibility for their learning. The study concludes by advocating for a holistic approach that integrates support from family, personal agency, and institutional structures to strengthen students’ perseverance in language learning.