title: Resilience in the context of learning English as a foreign language in Vietnam: An exploratory study using complex dynamic systems theory

authors: Hoang, Bao

subjects: Resilience

abstract: Learning a second/foreign language can be an arduous process during which the language learner may encounter many challenges both from the context and from within. To maintain the learning process and to succeed, it seems that the learner needs resilience - the ability to bounce back from adversity. Although success in second/foreign language learning has been claimed by SLA researchers to be attributable to various contextual and individual factors, resilience has received scant attention in the field of second language acquisition. This study explores the concept of resilience to shed light on the phenomenon of success in foreign language learning despite challenges and difficulties. It aims to conceptualise foreign language learner resilience in the context of English teaching and learning at the university level in Vietnam. The study is guided by the overarching research question What does foreign language learner resilience look like? 
This study explored foreign language learner resilience as a complex dynamic system. Accordingly, it took the notions of self-organisation of complex dynamic systems and retro-diction in researching complex dynamic systems as the basis for designing the research. The foreign language learner resilience system, hence, was explored retrospectively by identifying a selection of people who seemed to typify resilient learners and the study worked backwards to explain how they had become so. The study employed a qualitative research design which included focus group discussions and semi-structured interviews, sequentially linked with each other, as the two main data collection methods.  Three focus group discussions were conducted with teachers of English at a university in Vietnam (N=13) to identify typical resilient language learners seen as possible patterns in the system. Based on the focus group discussion data, questions for semi-structured interviews were developed for the second phase of data collection which aimed to identify the components of the system. Thirty students who self-identified as resilient English learners voluntarily participated in the semi-structured interviews.  They included first-year students (N=17) and fourth-year students (N=13) from the same university. 
Findings indicated that foreign language learner resilience is a complex dynamic system, composed of contextual and individual factors emerging from the interactions between the students and aspects of three contextual dimensions (community/society, institution and family), across their English learning trajectories. Core to the system are motivation, emotion, agency, autonomy, perseverance and optimism evolving and fluctuating in association with their interactions with the above contexts. The system is characterised by the nonlinear interactive mechanism between factors both detrimental and conducive to the language learning process. 
The findings of this study attest to the conceptualisation of resilience as a process in mainstream psychological research. Given the scant research into the concept in the SLA field, this study provides a new and deeper understanding of resilience in second/foreign language learning. More importantly, its findings help integrate a disparate set of contextual and individual factors influencing second/foreign language learning success.  As the study presents a new concept to the context of foreign language education in Vietnam, it provides teachers and administrators with insights into the difficulties and challenges Vietnamese EFL learners at the university level might face and the resources they can draw on in the face of adversity or stress. Drawing on the findings, it is suggested that teacher-student rapport should be enhanced to contribute to generating a synergy of motivation, positive emotions, autonomy and agency, perseverance and optimism that help the learners withstand challenges and difficulties to succeed in foreign language learning.

text: Resilience in the context of learning English as a foreign language in Vietnam: An exploratory study using complex dynamic systems theory Learning a second/foreign language can be an arduous process during which the language learner may encounter many challenges both from the context and from within. To maintain the learning process and to succeed, it seems that the learner needs resilience - the ability to bounce back from adversity. Although success in second/foreign language learning has been claimed by SLA researchers to be attributable to various contextual and individual factors, resilience has received scant attention in the field of second language acquisition. This study explores the concept of resilience to shed light on the phenomenon of success in foreign language learning despite challenges and difficulties. It aims to conceptualise foreign language learner resilience in the context of English teaching and learning at the university level in Vietnam. The study is guided by the overarching research question What does foreign language learner resilience look like? 
This study explored foreign language learner resilience as a complex dynamic system. Accordingly, it took the notions of self-organisation of complex dynamic systems and retro-diction in researching complex dynamic systems as the basis for designing the research. The foreign language learner resilience system, hence, was explored retrospectively by identifying a selection of people who seemed to typify resilient learners and the study worked backwards to explain how they had become so. The study employed a qualitative research design which included focus group discussions and semi-structured interviews, sequentially linked with each other, as the two main data collection methods.  Three focus group discussions were conducted with teachers of English at a university in Vietnam (N=13) to identify typical resilient language learners seen as possible patterns in the system. Based on the focus group discussion data, questions for semi-structured interviews were developed for the second phase of data collection which aimed to identify the components of the system. Thirty students who self-identified as resilient English learners voluntarily participated in the semi-structured interviews.  They included first-year students (N=17) and fourth-year students (N=13) from the same university. 
Findings indicated that foreign language learner resilience is a complex dynamic system, composed of contextual and individual factors emerging from the interactions between the students and aspects of three contextual dimensions (community/society, institution and family), across their English learning trajectories. Core to the system are motivation, emotion, agency, autonomy, perseverance and optimism evolving and fluctuating in association with their interactions with the above contexts. The system is characterised by the nonlinear interactive mechanism between factors both detrimental and conducive to the language learning process. 
The findings of this study attest to the conceptualisation of resilience as a process in mainstream psychological research. Given the scant research into the concept in the SLA field, this study provides a new and deeper understanding of resilience in second/foreign language learning. More importantly, its findings help integrate a disparate set of contextual and individual factors influencing second/foreign language learning success.  As the study presents a new concept to the context of foreign language education in Vietnam, it provides teachers and administrators with insights into the difficulties and challenges Vietnamese EFL learners at the university level might face and the resources they can draw on in the face of adversity or stress. Drawing on the findings, it is suggested that teacher-student rapport should be enhanced to contribute to generating a synergy of motivation, positive emotions, autonomy and agency, perseverance and optimism that help the learners withstand challenges and difficulties to succeed in foreign language learning.

year: 2021

title: Calf muscle abilities are related to sprint performance in male Rugby Union players

authors: Hébert-Losier, Kim

abstract: Objectives: To examine the strength of the relationship between plantarflexor power and strength-endurance metrics and 10-m sprint times in male Rugby Union players. A secondary aim was to examine the strength of the relationship within calf muscle metrics. Design: Observational cross-sectional correlational. Setting: Field-based. Participants: Sixteen male Rugby Union players in the National Provincial Championship. Main outcome measures: Participants completed three single-leg calf muscle tests: bodyweight power, weighted power, and strength-endurance. Data were recorded using the Calf Raise application. Three-to-four days later, average and best 10-m sprint performances were collected using timing lights. Results: There were large significant correlations between 10-m sprint performances (average and best times) and calf muscle power (weighted) and strength-endurance (total displacement and work) metrics (r = −0.503 to −0.628). There were large significant correlations between bodyweight and weighted power, weighted power and strength-endurance (total displacement and work), and most strength-endurance metrics (r = 0.520 to 0.943). Conclusions: Our findings emphasise the importance of triceps surae muscle power and strength-endurance for maximal-effort accelerations and sprint performances in Rugby Union. Our data indicate that weighted power and total work from strength-endurance tests are the most useful metrics for further investigation in the context of short sprints and acceleration.

text: Calf muscle abilities are related to sprint performance in male Rugby Union players Objectives: To examine the strength of the relationship between plantarflexor power and strength-endurance metrics and 10-m sprint times in male Rugby Union players. A secondary aim was to examine the strength of the relationship within calf muscle metrics. Design: Observational cross-sectional correlational. Setting: Field-based. Participants: Sixteen male Rugby Union players in the National Provincial Championship. Main outcome measures: Participants completed three single-leg calf muscle tests: bodyweight power, weighted power, and strength-endurance. Data were recorded using the Calf Raise application. Three-to-four days later, average and best 10-m sprint performances were collected using timing lights. Results: There were large significant correlations between 10-m sprint performances (average and best times) and calf muscle power (weighted) and strength-endurance (total displacement and work) metrics (r = −0.503 to −0.628). There were large significant correlations between bodyweight and weighted power, weighted power and strength-endurance (total displacement and work), and most strength-endurance metrics (r = 0.520 to 0.943). Conclusions: Our findings emphasise the importance of triceps surae muscle power and strength-endurance for maximal-effort accelerations and sprint performances in Rugby Union. Our data indicate that weighted power and total work from strength-endurance tests are the most useful metrics for further investigation in the context of short sprints and acceleration.

year: 2023-11-01

title: Ranapia Mokena: son of Mokena Hou

authors: Hart, Philip

abstract: Little is known of the early life of Ranapia Mokena. He owned land close to Thames and acquired interests in other blocks, which provided him with some income, but he was never wealthy, as indicated by his being sued for a series of small debts. He invested in a small way in mining at both Thames and Te Aroha, and even worked in one claim. His life was most notable for being a deacon in the Church of England.
Ranapia was another example of a rangatira who supported the Crown, as was illustrated by his becoming a member of the Thames Native Rifle Volunteers. Childless, in his old age he brought up a niece’s daughter.

text: Ranapia Mokena: son of Mokena Hou Little is known of the early life of Ranapia Mokena. He owned land close to Thames and acquired interests in other blocks, which provided him with some income, but he was never wealthy, as indicated by his being sued for a series of small debts. He invested in a small way in mining at both Thames and Te Aroha, and even worked in one claim. His life was most notable for being a deacon in the Church of England.
Ranapia was another example of a rangatira who supported the Crown, as was illustrated by his becoming a member of the Thames Native Rifle Volunteers. Childless, in his old age he brought up a niece’s daughter.

year: 2016