Fangliang Wang
Current Organizations / Institutes
The organizations/institutes from the scholar's latest article
Fangliang Wang has a total of 4 co-authors. Here are the top co-authors by number of shared publications:
- Jianli Cui
School of Foreign Languages, Changchun Guanghua University, Changchun, China
1 shared publication - Miaoyue Xia
School of Foreign Studies, South China Agricultural University, Guangzhou, CHINA
1 shared publication - Siyu Duan
School of Foreign Languages, Northeast Normal University, Changchun 130024, China
1 shared publication Xiaoxue Li
School of Foreign Languages, Soochow University, Suzhou, China
1 shared publication
Latest Publications
- Open Access
- 19 November 2025
- Published by Frontiers Media SA in Frontiers in Psychology
- Vol. 16
Examining EFL vocational school teacher resilience in the Chinese context: a structural equation modeling approach
Teacher resilience has recently received significant attention in psychology and general education. However, the research on English as a foreign language (EFL) teacher resilience, particularly among vocational school teachers, has been understudied. There is still a lack of exploration regarding the internal structure of EFL vocational school teacher resilience in the Chinese context. To address this gap, this study employed a structural equation modeling approach to investigate the structure of resilience among EFL vocational school teachers. The EFL Teacher Resilience Scale was completed by 265 Chinese EFL vocational school teachers. Confirmatory factor analysis revealed a tri-dimensional structure of EFL vocational school teacher resilience involving professional, emotional and social and cultural dimensions. Additionally, the findings of this research indicated a significantly high level of EFL vocational school teacher resilience, both overall and across its three dimensions. These findings provided implications for the sustainable professional development of EFL vocational school teachers and suggestions for further research in this field.
- 19 November 2025
- Published by Frontiers Media SA in Frontiers in Psychology
- Vol. 16
Open AccessExamining EFL vocational school teacher resilience in the Chinese context: a structural equation modeling approach
Teacher resilience has recently received significant attention in psychology and general education. However, the research on English as a foreign language (EFL) teacher resilience, particularly among vocational school teachers, has been understudied. There is still a lack of exploration regarding the internal structure of EFL vocational school teacher resilience in the Chinese context. To address this gap, this study employed a structural equation modeling approach to investigate the structure of resilience among EFL vocational school teachers. The EFL Teacher Resilience Scale was completed by 265 Chinese EFL vocational school teachers. Confirmatory factor analysis revealed a tri-dimensional structure of EFL vocational school teacher resilience involving professional, emotional and social and cultural dimensions. Additionally, the findings of this research indicated a significantly high level of EFL vocational school teacher resilience, both overall and across its three dimensions. These findings provided implications for the sustainable professional development of EFL vocational school teachers and suggestions for further research in this field.