Abstract
The purpose of this study was to determine the influence of goals in learning English language and perceived teacher support as predictors of English Language Learning Resilience among college students. Explanatory sequential mixed-methods was employed to acquire data from 300 college students across ten state universities and colleges in Region XI. The quantitative phase used adapted questionnaires to assess levels of goals in learning English language (GLEL), perceived teacher support (PTS), and English Language Learning Resilience (ELLR), employing descriptive and multiple regression analyses. In the qualitative phase, data were integrated to elucidate quantitative findings. Results revealed very high levels across all variables (GLEL: M=4.32; PTS: M=4.28; ELLR: M=4.35), with GLEL (β=0.45, p<0.001) and PTS (β=0.45, p<0.001) significantly predicting ELLR. Furthermore, the participants confirmed the relationships and the functions of the variables in the regression model. With the confirmation, goals in learning English Language and perceived teacher support are strong predictors of high levels of English Language Learning Resilience among college students in Region XI, as shown in the regression model. Additionally, the qualitative data were thematically analyzed, which generally confirmed the regression model and its particulars. Finally, the nature of data integration was revealed to be a process of connecting and confirming.
