Teacher support behavior, self-regulated learning strategies and EFL learner resilience: A study of Chinese vocational students in an EFL context

This research aimed to assess the relationships among teacher support behavior, self-regulated learning strategies, and EFL learner resilience in Chinese vocational colleges.The study surveyed 400 non-English major students from three vocational colleges in Anhui province using a descriptive correlational method to examine these relationships.The findings revealed that students strongly agreed that their teachers provided support in emotional, academic, and instrumental domains.Moreover, students reported utilizing various self-regulated learning strategies, including goal setting, environment structuring, task strategies, time management, help-seeking, and self-evaluation.Additionally, students demonstrated resilience in ego, metacognitive, and social aspects.Importantly, positive relationships were identified among teacher support behavior, self-regulated learning strategies, and EFL learner resilience.