Examining the Relationship Between Grit and Foreign Language Performance: Enjoyment and Anxiety as Mediators

Liu, Eerdemutu; Wang, Junju

doi:10.3389/fpsyg.2021.666892

Cited by 55 publications

(74 citation statements)

References 55 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Since the focus was mostly on negative factors in the past, there was a lack of investigation into the positive side. Stimulated by the positive psychology development during recent years, FL scholars have currently begun to maintain a balance between the assessments of both negative and positive emotions (e.g., Liu and Wang, 2021 ). From a holistic perspective, positive and negative emotions integrated together as fuel would drive language learning forward ( MacIntyre and Vincze, 2017 ); Fredrickson (1998 , 2001) ) Broaden and Build Theory has advanced our knowledge of positive emotions, suggesting that positive emotions result in both well-being and prosperity in life.…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring a Structural Model of Teaching Enjoyment, Teacher Self-Efficacy, and Work Engagement

2022

View full text Add to dashboard Cite

Due to the complexity of teaching, determining the variables influencing teachers’ work engagement is a rewarding research area. In line with this research agenda, the purpose of this study was to test a structural model of work engagement based on teacher self-efficacy and teaching enjoyment among English as a foreign language (EFL) teachers. For this purpose, 315 Iranian English instructors completed an online survey. Initially, the measurement models for the three latent variables were averred via conducting confirmatory factor analysis (CFA). Following that, structural equation modeling (SEM) was utilized to test the hypothesized model. SEM results showed that both self-efficacy and teaching enjoyment were the significant predictors of teachers’ work engagement, although teacher self-efficacy was a stronger predictor than teaching enjoyment. The findings might have notable implications for English teachers.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Exploring a Structural Model of Teaching Enjoyment, Teacher Self-Efficacy, and Work Engagement

2022

View full text Add to dashboard Cite

show abstract

“…Grit has started to attract attention from SLA researchers very recently for its potential predictive effects on L2 achievement (e.g., Alamer, 2021;Elahi Shirvan, 2021;Feng & Papi, 2020;Keegan, 2017;Liu & Wang, 2021;Wei et al, 2020;Yamashita, 2018). Current grit research in SLA has mainly been focused on the following four aspects: (1) The factor structure of grit, (2) measurements of grit and their psychometric properties, (3) the predictive effect of grit on L2 achievement, and (4) the correlates of grit including sociobiological variables and psychological variables.…”

Section: Gritmentioning

confidence: 99%

How Classroom Environment and General Grit Predict Foreign Language Classroom Anxiety of Chinese EFL Students

Dewaele²

2021

JPLL

View full text Add to dashboard Cite

Interest in the role of learners’ personality, emotions and the learning environment in foreign language (FL) learning has grown exponentially in the past decade. The introduction of personality psychology in the field of applied linguistics has led to the inclusion of a set of personality dimensions in research designs like resilience and grit, which have been shown to be significant predictors of FL achievement. The abrupt emergence of COVID-19 in 2020 forced universities around the world to move their courses online, which has been named Emergency Remote Teaching. The sudden change in FL learning environment offers a unique opportunity to researchers to investigate whether the relationships between learners’ personality and classroom emotions in traditional ‘in-person’ classes, and the predictors of those emotions, also exist in the new online environments. The present study examined the foreign language classroom anxiety (FLCA) of Chinese secondary students at different instruction levels and its links with learner-internal and external factors, namely general grit and the classroom environment (CE) of the online English classes. A total of 1,526 Chinese secondary students completed an online questionnaire. Pearson correlation analyses and regression analyses revealed that general grit and CE predicted FLCA either independently or jointly. The findings are discussed and interpreted in the light of existing research on person-environment interaction. We identify avenues for further research and propose a number of pedagogical implications for optimizing online FL teaching.

show abstract

“…Today in China, English as Foreign Language (EFL) is taught as a core subject at almost all levels of schools, including primary schools, high schools, and institutions of higher learning. Furthermore, English language performance (ELP) is viewed as one of the most important considerations in university admissions and job applications in China (Liu and Wang, 2021 ). Set against this significant prominence of English language acquisition, it has become a subject of much interest among researchers in China seeking to explore various influencing factors that have an impact on the EFL university students' ELP.…”

Section: Introductionmentioning

confidence: 99%

Relationship Between Growth Mindset and English Language Performance Among Chinese EFL University Students: The Mediating Roles of Grit and Foreign Language Enjoyment

Sidhu

2022

Front. Psychol.

View full text Add to dashboard Cite

There is no denying that there is ample evidence of numerous factors that influence language learners' success. Recently, there is a critical call to embrace positive psychology that is more open and appreciative of the positive influences in learning English as a foreign language (EFL). Set against this burgeoning area of study in language learning, this paper puts forward the findings of a study that aimed to examine the mediating roles of grit and foreign language enjoyment in the relationship between growth mindset and English language performance. The study employed a correlational research design involving 388 EFL students from one university in China. The data were collected through a questionnaire and an English language performance test. Using the structural equation modeling, this study found that the association between growth mindset and English language performance was partially mediated by grit and foreign language enjoyment. This indicates that students with a growth mindset tend to possess a higher level of grit as well as experience more enjoyment in learning English, which consequently can lead to students becoming more successful language learners. These findings provide significant implications for language teachers, educational material developers, and school administrators in China to embrace the affective domain postulated by positive psychology.

show abstract

Examining the Relationship Between Grit and Foreign Language Performance: Enjoyment and Anxiety as Mediators

Cited by 55 publications

References 55 publications

Exploring a Structural Model of Teaching Enjoyment, Teacher Self-Efficacy, and Work Engagement

Exploring a Structural Model of Teaching Enjoyment, Teacher Self-Efficacy, and Work Engagement

How Classroom Environment and General Grit Predict Foreign Language Classroom Anxiety of Chinese EFL Students

Relationship Between Growth Mindset and English Language Performance Among Chinese EFL University Students: The Mediating Roles of Grit and Foreign Language Enjoyment

Contact Info

Product

Resources

About