Development and Initial Validation of the L2‐Teacher Grit Scale

Sudina, Ekaterina; Vernon, Tony; Foster, Henry L.; Villano, Heather Del; Hernandez, Shoshannah; Beck, Daniel; Plonsky, Luke

doi:10.1002/tesq.581

Cited by 55 publications

(67 citation statements)

References 54 publications

(84 reference statements)

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“…These inconclusive results raise the point that an L2-specific grit scale was needed to act as a more accurate measurement of achievement in an L2 setting (Sudina et al, 2020). Consequently, Teimouri et al (2020) constructed the L2 grit scale to assess the domain-specific grit in SLA.…”

Section: L2 Gritmentioning

confidence: 99%

A Longitudinal Study of Foreign Language Enjoyment and L2 Grit: A Latent Growth Curve Modeling

et al. 2021

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In line with the dynamic shift in SLA domain and the need for the development of suitable methods to explore the dynamics of emerging concepts in the field such as grit and enjoyment, in the present research, we intended to investigate the growth of foreign language enjoyment (FLE) and L2 grit over time. To do this, we used a bivariate latent growth curve model (LGCM) to examine the covariance between 437 EFL learners' initial and growth levels of L2 grit and FLE in four measurement occasions of 2 week intervals. The data were collected via the original foreign language enjoyment scale and the L2 grit scale. The model including the covariance between intercepts and slopes of FLE and L2 grit was tested via Mplus 7. The findings indicated an increasing trend in the association between the growth levels of both variables. That is, the means of both L2 grit and FLE were larger at their growth level than their initial level. Also, analyzing the co-variations in the model showed that the covariances between the intercepts and slopes of FLE and L2 grit were statistically significant. This would point to the existence of a parallel process (co-development) of FLE and L2 grit. This result also implied that an increase in the level of FLE among the participants was strongly correlated with an increase in the level of L2 grit during the whole course. The findings were discussed with reference to previous studies in the literature and the implications were also provided.

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Section: L2 Gritmentioning

confidence: 99%

A Longitudinal Study of Foreign Language Enjoyment and L2 Grit: A Latent Growth Curve Modeling

et al. 2021

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“…2 In SLA research, on the other hand, the research examining the links between domain-specific grit and L2 achievement has shown promising results. Although the L2 studies that used a domain-general measure of grit have produced somewhat inconsistent findings (Khajavy et al, 2020;Robins, 2019;Wei et al, 2019;Yamashita, 2018), the studies that have used domain-specific grit scales have predominantly found grit as a significant, positive factor in L2 learning and teaching (e.g., Sudina & Plonsky, 2021a, 2021bSudina, Brown, et al, 2021;Sudina, Vernon, et al, 2021;Teimouri et al, 2020). Notably, the effects of domain-general grit versus domain-specific grit on L2 learning have also been scrutinized, and the findings have identified domain-specific grit as having much stronger effects on L2 learning than domain-general grit.…”

Section: Grit As a Predictor Of Success And Performancementioning

confidence: 99%

On Domain-Specific Conceptualization and Measurement of Grit in L2 Learning

Teimouri¹,

Sudina²,

Plonsky³

2021

JPLL

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As a personality trait, second language (L2) grit—a combination of perseverance and passion for L2 learning—has recently been proposed as a meaningful predictor of learners’ motivational behavior and L2 achievement. The results of a growing body of empirical studies carried out in various L2 contexts have substantiated the power of L2 grit in predicting L2 success. In this paper, we contend that grit and its potential effects on L2 outcomes should be conceptualized and measured in a domain-specific fashion. We argue that a domain-specific measure of grit enhances its predictive and construct validity and better captures its differential effects in various domains and across languages. We then briefly review the findings of existing grit research in L2 contexts with respect to their domain-general versus domain-specific conceptualization of grit. Finally, we conclude the paper by discussing several issues raised against domain-general grit and discuss their potential relevance to domain-specific grit research in the context of L2 learning.

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“…It is noteworthy that the inconclusive results of these studies implied the need for an L2-specific grit scale for a more accurate measurement of the construct in SLA (Sudina et al, 2020). Outside SLA, the domain-general SLA has been criticized in favor of the domain-specific conceptualization of grit (see Clark & Malecki, 2019;Cormier et al, 2019;Schmidt et al, 2017).…”

Section: Domain-specific Gritmentioning

confidence: 99%

“…Within SLA, Teimouri et al (2020) developed the L2-grit scale to measure the domain-specific grit in SLA and argued that such a measure would enhance the validity of grit in SLA. Also, Sudina et al (2020) investigated the factor structure of this scale and showed that the L2-grit scale yielded sufficient internal consistency and a higher predictive validity than the domain-general scale. Although the introduction of the L2 grit scale paved the way for domainspecific studies of the construct (see Khajavy et al, 2020), the body of research in SLA is still lagging behind the dynamic sphere.…”

Section: Domain-specific Gritmentioning

confidence: 99%

Maintaining Effort and Interest despite Challenges during the COVID-19 Pandemic: A Process Tracing Approach to a Teacher’s Grit during an Online L2 Course

Shirvan

Lou²,

Shahnama³

et al. 2021

JPLL

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Grit—the ability to maintain effort and interest for long-term goals—is argued to be an important individual factor for achievement, especially in the face of obstacles. However, little research has examined the possible fluctuations of effort and interest and how challenges may trigger the changes of effort and interest. In this study, we measured a teacher’s grit at the beginning of an online course during the COVID-19 pandemic, and we focused on the changes in a teacher’s effort and interest throughout the course. In this case study we unpacked the explanations of possible changes in grit via process tracing. Despite the fact that the teacher scored high on the grit scale, we found that the sudden shift from in-person to online teaching had put much pressure and demand on the teacher. The new teaching challenge influenced the teacher’s self-evaluation of their teaching performance and students’ engagement, which led to changes in effort and interest. Therefore, we argue that one’s average grit (e.g., measured by grit scale) cannot be the representation of their ability to maintain interest and effort on different occasions due to the influence of different situational causes or pressure. Specifically, during the course, the teacher’s effort and interest underwent changes on four occasions, characterized by four distinct dynamic patterns in terms of the interaction of high and low interest and effort. The four emerging patterns of L2 teacher effort and interest indicate that the construct of grit could be explained in terms of four dynamic clusters or archetypes. This study provides implications for understanding the complex dynamic nature of grit, which can be further explored through cluster analytic approaches in future studies.

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Development and Initial Validation of the L2‐Teacher Grit Scale

Cited by 55 publications

References 54 publications

A Longitudinal Study of Foreign Language Enjoyment and L2 Grit: A Latent Growth Curve Modeling

A Longitudinal Study of Foreign Language Enjoyment and L2 Grit: A Latent Growth Curve Modeling

On Domain-Specific Conceptualization and Measurement of Grit in L2 Learning

Maintaining Effort and Interest despite Challenges during the COVID-19 Pandemic: A Process Tracing Approach to a Teacher’s Grit during an Online L2 Course

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