A Closer Look at Grit and Language Mindset as Predictors of Foreign Language Achievement

Abstract

Learning a second/foreign language (L2) is a long process and L2 learners certainly will encounter setbacks and discouragements during this process. However, their reactions to these failures might be different based on their perceptions of L2 learning ability and their subsequent effort put into L2 learning. Based on this, the present study aimed at exploring two underresearched constructs within the field of applied linguistics, namely grit (continuous effort and interest for long-term goals) and language mindset (individuals’ perceptions of their language learning ability). We had five main aims: to examine (a) the factor structure of grit, (b) the factor structure of language mindset, (c) whether there are gender differences in grit or language mindset, (d) the relationships between language mindset and grittiness, and (e) the roles of grit and language mindset as predictors of L2 achievement. To address these aims, a total number of 1,178 university students who were taking general English courses took part in our study and completed the questionnaires. Results of confirmatory factor analysis indicated that the two-factor structure for both grit and language mindset fit the data better than the single-factor structure. We also tested several structural equation models and found that a growth language mindset weakly, but positively, predicted one component of grit (perseverance of effort, or POE), but not the other (consistency of interest, or COI). A fixed language mindset did not predict POE, but did negatively predict COI. Finally, only growth language mindset was a weak, positive predictor of L2 achievement. At the end, theoretical and pedagogical implications regarding the role of grit and language mindset in L2 learning are presented.

Researching and Practicing Positive Psychology in Second/Foreign Language Learning and Teaching: The Past, Current Status and Future Directions

“…Grit has been found to be positively associated with academic outcomes such as achievement (Akos and Kretchmar, 2017 ), enjoyment, and willingness to communicate (Teimouri et al, 2020 ). While this non-cognitive concept has recently grabbed the attention of language education researchers (e.g., Khajavy et al, 2020 ), the number of studies in this domain is still scanty and more investigations are demanded to expand our understanding of the role of this factor in language learning, which is a prolonged process replete with trial and errors, challenges, and difficulties.…”

Perseverance of Effort and Consistency of Interest: A Longitudinal Perspective

“…The other variable which can help to explain the negative covariance of the intercept and slope of L2 learners’ PE and CI in the FCM of this study is mindset, which in the literature, has been often linked to learners’ grit and has also shown to be causally related to it ( Frydenberg, 2017 ). Khajavi et al (2020) depicted L2 learners’ perception of their L2 learning ability associated with their efforts in learning the L2. This association has been verified by some studies which mindset as individuals’ perceptions of their language learning ability (e.g., Mercer and Ryan, 2009 ; Ryan and Mercer, 2012 ; Lou and Noels, 2017 ).…”

“…In second language acquisition (SLA) domain, grit has been largely under-researched and the earliest study of the construct was by Lake (2013) using the general grit scale. Why this construct has been scarcely investigated in SLA is partly due to the measurement inadequacy of the construct ( Khajavi et al, 2020 ). The domain-specific L2 grit scale has been recently developed by Teimouri et al (2020) with nine items (five measuring PE and four measuring CI) on a five-point Likert scale.…”

The Role of Grit in Students’ L2 Engagement in the English as a Foreign Language Classroom

“…Nonetheless, L2 students’ reactions to these disappointments can be unique. Some may see disappointment as a sign of an absence of insight and fitness and probably will not place more conviction into learning a language ( Khajavy et al, 2021 ). Others may see disappointment as a natural part of language learning and focus more on learning L2; accordingly, L2 students’ observations of their L2 learning capacity are identified with their strength in L2 training.…”

“…As declared by Khajavy et al (2021) , the connection among these impressions of L2 learning capacity and exertion in L2 education could be clarified by grit, as a positive, non-intellectual attribute, which has as of late gotten a lot of consideration.…”