Adaptive Learning: Enhancing Students' Academic Resilience in English Subjects

The study unfolded the experiences of English teachers in promoting academic resilience among high school students. Moreover, it sought to explore and discover the on-hand experiences of teachers in adaptive learning, enhancing students’ academic resilience in English subjects, and employed a phenomenological research design to determine the experiences and perceptions of the eight (8) participants. The generated themes on the aspects that risk students’ academic resiliency in English subjects were the poor acquisition of basic skills, the fear of correction, and students’ low self-esteem. Meanwhile, three themes emerged from the participants' responses regarding teachers’ coping in promoting academic resilience in teaching English to students: providing direct instructions, broadening students’ word connections, and providing meaningful feedback. Lastly, regarding the educational management insights drawn from the study, three themes emerged from the participants' responses: a need to enhance professional competence, the importance of giving compliments, and fostering a supportive learning environment. These themes implied that Teachers should promote an avenue for the learners to demonstrate learning, overcome challenges, and promote positive relationships. Moreover, the results provided comprehensive data for future research with similar scope.