Gender Differences in Resilience and Feedback Literacy Among L۲ Learners

Although resilience and feedback literacy significantly impact second language (L۲) learning, their relationship remains underexplored. This mixed-method study examined the relationship between resilience and feedback literacy among ۳۳۲ participants, categorized by gender. Upper-intermediate learners participated due to their ability to comprehend questionnaires and engage in semi-structured interviews. Following ethical protocols, ۳۰ participants completed pilot testing to ensure validity and reliability. Quantitative analysis using SPSS employed independent samples t-tests and correlations, while qualitative analysis applied Braun and Clarke's thematic framework via NVivo with ۳۲ participants. Results revealed a strong positive correlation between resilience and feedback literacy. Female learners exhibited superior feedback literacy, valuing teacher and peer feedback more, while male learners displayed greater resilience and adaptability under pressure. These findings highlight the complex interplay between resilience and feedback literacy, offering implications for applied linguistics, educational psychology, and second language teachers' preparation programs aimed at fostering second language learners' development

کلیدواژه ها:

resilience ، feedback literacy ، second language learners ، gender differences ، pressure