The Impact of Resilience and Self-Regulation on L2 Proficiency among ESL Learners

Abstract

The present study investigates the impact of resilience and self-regulation on English proficiency among second language (L2) learners. Drawing on psychological theories and educational frameworks, it explores the reciprocal relationship between resilience – the ability to adapt to challenges – and self-regulation, the capacity to manage one’s cognitive and emotional resources for autonomous learning. A cohort of 197 Japanese university students participated in this study. We employed structural equation modelling (SEM) to analyse the mediating role of self-regulation in the relationship between resilience and English proficiency. Results indicate that self-regulation serves as the primary determinant of L2 proficiency. That means learners who exhibit strong selfregulation skills demonstrate substantially higher English proficiency. Resilience had mediating effects on self-regulation and proficiency. The findings underscore the importance of fostering both resilience and self-regulation in L2 learning, suggesting that targeted interventions to improve these psychological constructs can enhance L2 proficiency development. This study contributes to a growing body of research on resilience and self-regulation that shapes L2 acquisition and offers practical implications for L2 educators.

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