ĐO LƯỜNG NĂNG LỰC HỒI PHỤC HỌC THUẬT TRONG BỐI CẢNH HỌC TIẾNG ANH NHƯ MỘT NGOẠI NGỮ: TỔNG QUAN PHÊ BÌNH CÁC THANG ĐO HIỆN CÓ VÀ KHUNG RA QUYẾT ĐỊNH CHO CÁC NHÀ NGHIÊN CỨU
Nội dung chính của bài viết
Tóm tắt
Năng lực hồi phục học thuật ngày càng thu hút sự quan tâm trong lĩnh vực giáo dục ngôn ngữ thứ hai (L2), trong bối cảnh người học phải đối mặt với áp lực học tập gia tăng và môi trường học tập ngày càng phức tạp đòi hỏi khả năng thích ứng bền bỉ. Tuy nhiên, các công cụ đo lường hiện có vẫn còn đa dạng về mặt khái niệm và không đồng đều về chất lượng. Bài tổng quan này tổng hợp các thang đo năng lực hồi phục học thuật trong bối cảnh ngôn ngữ thứ hai và đề xuất một khung ra quyết định nhằm hỗ trợ lựa chọn công cụ đo lường trong nghiên cứu EFL. Dựa trên bốn câu hỏi nghiên cứu, bài viết trước hết xác định năm thang đo chính được sử dụng trong bối cảnh EFL ở bậc phổ thông và đại học. Phân tích so sánh nền tảng lý thuyết của các thang đo này cho thấy ba hướng tiếp cận nổi bật: (1) năng lực cá nhân mang tính bền vững, (2) quá trình thích ứng mang tính động, và (3) tương tác sinh thái giữa người học và môi trường. Đánh giá bằng chứng tâm trắc học cho thấy sự khác biệt đáng kể về độ tin cậy, giá trị đo lường và mức độ minh bạch trong quy trình phát triển thang đo; một số thang đo có độ phù hợp mô hình tốt và cơ sở lý thuyết vững chắc, trong khi các thang khác còn hạn chế về phương pháp. Bối cảnh áp dụng cũng được xem xét, nhấn mạnh ảnh hưởng của trình độ ngôn ngữ, văn hoá giáo dục và điều kiện dạy học đến mức độ phù hợp của từng thang đo trong các hệ sinh thái EFL khác nhau. Trên cơ sở đó, bài viết đề xuất một khung ra quyết định gồm bốn cấp độ nhằm giúp nhà nghiên cứu lựa chọn công cụ đo lường phù hợp về mặt lý thuyết, bối cảnh, độ tin cậy đo lường và tính khả thi triển khai. Bài tổng quan kết luận bằng lời kêu gọi tăng cường nghiên cứu đối sánh liên văn hoá, thiết kế nghiên cứu theo chiều dọc, và phát triển thêm các thang đo năng lực hồi phục trong những bối cảnh ngôn ngữ thứ hai chưa được nghiên cứu đầy đủ.
Từ khóa
năng lực hồi phục học thuật, người học tiếng Anh như một ngoại ngữ, thang đo, đánh giá tâm lý học đo lường, khung ra quyết định
Chi tiết bài viết
Tài liệu tham khảo
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Hedeshi, E., & Ghanizadeh, A. (2025). Exploring EFL learner resilience and examining its association with L2 buoyancy and language achievement. Applied Linguistics Review, 16(4), 1885–1905. https://doi.org/10.1515/applirev-2024-0133
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Le, V. T., & Huynh, T. A. (2019). Learner autonomy: Practices used and challenges encountered by EFL teachers in fostering learner autonomy at tertiary level. VNU Journal of Foreign Studies, 35(4), 130–152. https://doi.org/10.25073/2525-2445/vnufs.4402
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Luthar, S. S., Cicchetti, D., & Becker, B. (2000). The construct of resilience: A critical evaluation and guidelines for future work. Child Development, 71(3), 543–562. https://doi.org/10.1111/1467-8624.00164
Mansfield, C. F., Beltman, S., Broadley, T., & Weatherby-Fell, N. (2016). Building resilience in teacher education: An evidence-informed framework. Teaching and Teacher Education, 54, 77–87. https://doi.org/10.1016/j.tate.2015.11.016
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Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press. https://doi.org/10.4159/9780674028845
Cassidy, S. (2016). The Academic Resilience Scale (ARS-30): A new multidimensional construct measure. Frontiers in Psychology, 7, Article 1787. https://doi.org/10.3389/fpsyg.2016.01787
Chu, W., Yan, Y., Wang, H., & Liu, H. (2024). Visiting the studies of resilience in language learning: From concepts to themes. Acta Psychologica, 244, Article 104208. https://doi.org/10.1016/j.actpsy.2024.104208
Connor, K. M., & Davidson, J. R. T. (2003). Development of a new resilience scale: The Connor-Davidson Resilience Scale (CD-RISC). Depression and Anxiety, 18(2), 76–82. https://doi.org/10.1002/da.10113
Danes, S. M. (2014). Understanding and building resilience. University of Minnesota Extension. https://apps.extension.umn.edu/family/courses/staying-resilient-in-times-of-change-online/story_content/external_files/Understanding%20and%20Building%20Resilience%20FINAL.pdf
Dang, T. M. T., & Norris, L. (2024). Vietnamese culture of learning and its implications for English language education. HaUI Journal of Science and Technology, 60(10), 97–103. https://doi.org/10.57001/huih5804.2024.330
Diener, E., Emmons, R. A., Larsen, R. J., & Griffin, S. (1985). The Satisfaction With Life Scale. Journal of Personality Assessment, 49(1), 71–75. https://doi.org/10.1207/s15327752jpa4901_13
Duan, S., Han, X., Li, X., & Liu, H. (2024). Unveiling student academic resilience in language learning: A structural equation modelling approach. BMC Psychology, 12(1), Article 177. https://doi.org/10.1186/s40359-024-01665-1
Duran, R. L. (1983). Communicative adaptability: A measure of social communicative competence. Communication Quarterly, 31(4), 320–326. https://doi.org/10.1080/01463378309369521
Duong, M. T., & Nguyen, L. T. (2022). An e-portfolio: A promising tool for promoting learners’ autonomous learning competencies in an EFL speaking course. VNU Journal of Foreign Studies, 38(6), 148–159. https://doi.org/10.25073/2525-2445/vnufs.4891
Friborg, O., Hjemdal, O., Rosenvinge, J. H., & Martinussen, M. (2003). A new rating scale for adult resilience: What are the central protective resources behind healthy adjustment? International Journal of Methods in Psychiatric Research, 12(2), 65–76. https://doi.org/10.1002/mpr.143
Government of Vietnam. (2025). Scheme to make English the second language in schools, 2025–2035, with a vision to 2045. https://cdn.thuvienphapluat.vn/uploads/tintuc/2025/10/29/2371-ttg.signed.pdf
Garmezy, N. (1985). Stress-resistant children: The search for protective factors. In J. E. Stevenson (Ed.), Recent research in developmental psychopathology: Journal of Child Psychology and Psychiatry book supplement (No. 4, pp. 213–233). Pergamon Press. https://books.google.com/books?id=RrJsAAAAMAAJ
Guo, N., & Li, R. (2022). Measuring Chinese English-as-a-foreign-language learners’ resilience: Development and validation of the foreign language learning resilience scale. Frontiers in Psychology, 13, Article 1046340. https://doi.org/10.3389/fpsyg.2022.1046340
Hedeshi, E., & Ghanizadeh, A. (2025). Exploring EFL learner resilience and examining its association with L2 buoyancy and language achievement. Applied Linguistics Review, 16(4), 1885–1905. https://doi.org/10.1515/applirev-2024-0133
Kim, T.-Y., & Kim, Y.-K. (2016). The impact of resilience on L2 learners’ motivated behaviour and proficiency in L2 learning. Educational Studies, 43(1), 1–15. https://doi.org/10.1080/03055698.2016.1237866
Le, V. T., & Huynh, T. A. (2019). Learner autonomy: Practices used and challenges encountered by EFL teachers in fostering learner autonomy at tertiary level. VNU Journal of Foreign Studies, 35(4), 130–152. https://doi.org/10.25073/2525-2445/vnufs.4402
Ladd, G. W., Kochenderfer, B. J., & Coleman, C. C. (1996). Friendship quality as a predictor of young children’s early school adjustment. Child Development, 67(3), 1103–1118. https://doi.org/10.1111/j.1467-8624.1996.tb01785.x
Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. Springer Publishing Company. https://books.google.com/books?id=i-ySQQuUpr8C
Lereya, S. T., Humphrey, N., Patalay, P., Wolpert, M., Böhnke, J. R., Macdougall, A., & Deighton, J. (2016). The student resilience survey: Psychometric validation and associations with mental health. Child and Adolescent Psychiatry and Mental Health, 10(1), Article 44. https://doi.org/10.1186/s13034-016-0132-5
Luthar, S. S. (2015). Resilience in development: A synthesis of research across five decades. In D. Cicchetti & D. J. Cohen (Eds.), Developmental psychopathology (1st ed., pp. 739–795). Wiley. https://doi.org/10.1002/9780470939406.ch20
Luthar, S. S., Cicchetti, D., & Becker, B. (2000). The construct of resilience: A critical evaluation and guidelines for future work. Child Development, 71(3), 543–562. https://doi.org/10.1111/1467-8624.00164
Mansfield, C. F., Beltman, S., Broadley, T., & Weatherby-Fell, N. (2016). Building resilience in teacher education: An evidence-informed framework. Teaching and Teacher Education, 54, 77–87. https://doi.org/10.1016/j.tate.2015.11.016
Martin, A. J., & Marsh, H. W. (2006). Academic resilience and its psychological and educational correlates: A construct validity approach. Psychology in the Schools, 43(3), 267–281. https://doi.org/10.1002/pits.20149
Masten, A. S. (2001). Ordinary magic: Resilience processes in development. American Psychologist, 56(3), 227–238. https://doi.org/10.1037/0003-066X.56.3.227
Masten, A. S. (2014). Global perspectives on resilience in children and youth. Child Development, 85(1), 6–20. https://doi.org/10.1111/cdev.12205
Nurumov, K., Hernández-Torrano, D., Ait Si Mhamed, A., & Ospanova, U. (2022). Measuring social desirability in collectivist countries: A psychometric study in a representative sample from Kazakhstan. Frontiers in Psychology, 13, Article 822931. https://doi.org/10.3389/fpsyg.2022.822931
Ngo, M. T., & Tran, L. T. (2023). Current English education in Vietnam: Policy, practices, and challenges. In T. L. H. Nghia, L. T. Tran, & M. T. Ngo (Eds.), English language education for graduate employability in Vietnam (pp. 49–69). Springer Nature Singapore. https://doi.org/10.1007/978-981-99-4338-8_3
Nguyen, H. T., & Khau, H. A. (2022). Culture expectations in foreign language classrooms – A case in Vietnam. Heliyon, 8(8), Article e10033. https://doi.org/10.1016/j.heliyon.2022.e10033
Paré, G., Trudel, M.-C., Jaana, M., & Kitsiou, S. (2015). Synthesizing information systems knowledge: A typology of literature reviews. Information & Management, 52(2), 183–199. https://doi.org/10.1016/j.im.2014.08.008
Petticrew, M., & Roberts, H. (2006). Systematic reviews in the social sciences: A practical guide (1st ed.). Wiley. https://doi.org/10.1002/9780470754887
Phuong, H. Y., Tran, N. B. C., Nguyen, T. T. L., Lam, T. D., Bui, N. Q., & Le, T. T. (2025). From tests to tasks: How Vietnamese EFL teachers navigate washback through formative assessment practices. Language Testing in Asia, 15(1), Article 45. https://doi.org/10.1186/s40468-025-00392-7
Reivich, K., & Shatté, A. (2002). The resilience factor: 7 essential skills for overcoming life’s inevitable obstacles. Broadway Books. https://books.google.com/books?id=CdJTjKseD2cC
Sadownik, A. R. (2023). Bronfenbrenner: Ecology of human development in ecology of collaboration. In A. R. Sadownik & A. Višnjić Jevtić (Eds.), (Re)theorising more-than-parental involvement in early childhood education and care (Vol. 40, pp. 83–95). Springer International Publishing. https://doi.org/10.1007/978-3-031-38762-3_4
Seligman, M. E. P. (2002). Authentic happiness: Using the new positive psychology to realize your potential for lasting fulfillment. Free Press. https://books.google.com/books?id=3L0BCCoFMRgC
Shin, W. Y., Kim, M. G., & Kim, J. H. (2009). Developing measures of resilience for Korean adolescents and testing cross, convergent, and discriminant validity. Studies on Korean Youth, 20(4), 105–131. https://www.nypi.re.kr/repository/handle/2022.oak/1843
Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104, 333–339. https://doi.org/10.1016/j.jbusres.2019.07.039
Sriwichai, C. (2025). Exploring English learning resilience among Thai EFL learners: A structural equation modeling (SEM) approach. LEARN Journal: Language Education and Acquisition Research Network, 18(2), 974–1001. https://doi.org/10.70730/CXEI5151
Trinh, Q. L., Vo, T. T. T., & Le, C. T. (2025). An exploratory study on Vietnamese university students’ resilience in learning English as a foreign language. Frontiers in Education, 10, Article 1537638. https://doi.org/10.3389/feduc.2025.1537638
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