Connecting the dots to see the whole: Learner variables, wellbeing and coping strategies in student narratives^‡

Abstract

Taking a complex dynamic systems perspective and following an adapted theory of wellbeing, the present mixed-methods project looked into the wellbeing of Iranian postgraduate students majoring in English Language Teaching (ELT). The participants included 29 male and 45 female 24–31 year-old students whose language learning histories were analysed for elements of wellbeing and coping strategies. In addition, the impact of learner variables of resiliency, language learning strategy use, multiple intelligences, and language learning aptitude on the participants’ wellbeing was investigated. The elements of wellbeing in narratives written by students were found to be emotional responses, accomplishments, meaningful engagement, and relationships in a descending order. Hierarchical multiple regression showed resiliency, language learning strategy use, multiple intelligences, and aptitude (but not gender) affected wellbeing. While male students used accomplishments, meaningful engagement, emotional responses, and relationships as their coping, their female peers used emotional responses, accomplishment, meaningful engagement, and relationships.

Keywords:

• Coping strategy
• language learning history
• learner narrative
• learner variables
• ELT
• wellbeing theory

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Erratum

Disclosure statement

No potential conflict of interest was reported by the authors.

Correction Statement

This article was originally published with errors. This version has been corrected. Please see Erratum (https://doi.org/10.1080/14703297.2018.1442660).