L2 Grit and Foreign Language Enjoyment: Arguments in Light of Control-Value Theory and Its Methodological Compatibility

Abstract

He is now specializing in the interface between psychology and language education, bilingualism, EFL teachers' education and translation studies. He has published his papers in some SSCI-indexed journals, such as Journal of Psycholinguistic Research, Frontiers in Psychology, etc. He also serves as an active reviewer for Frontiers in Psychology and other prestigious journals. He has been involved in 3 research projects on EFL teaching and learning of various levels and led one research project on translation studies.

Growth mindset and ideal L2 self as predictors of student engagement in EFL students: The mediating role of L2 grit

“…This construct transcends innate abilities and proves to be just as instrumental as skill in predicting a student's ultimate success (Derakhshan, Dewaele, et al, 2022;Duckworth et al, 2021;Fathi & Hejazi, 2023;Li et al, 2018;Teimouri et al, 2022). In fact, in discussions surrounding the pivotal traits conducive to high achievement, grit or synonymous terms like industriousness have been cited as frequently as natural talent across diverse professional domains Duckworth et al, 2007;Pan, 2022;Teimouri et al, 2021). Duckworth et al (2007) delineate two foundational components that constitute grit: consistency of interest and perseverance of effort.…”

The need for ecological nested models as emerging theoretical frameworks in the investigation of affective variables in L2 education

“…might develop distinctively across different students. Implementing the steps of an ecological method and the assumed dynamic nature of affective constructs of language students [ 30 , 44 ], the justification for using nested ecosystems model together with the CDST is the primary focus of exploring the ecological components [ 37 ], the operative mechanisms, as well as the interactive components of the macro and micro systems [ 45 ]. In other words, the mentioned frameworks see ecology of language class [ 36 ] in a nonlinear, holistic, not reductionist, ever-changing, and emic way [ 37 ].…”

Chinese EFL learners’ empowerment: does teacher care and confirmation matter?

“…Learner empowerment is a key precursor to affective, cognitive, and behavioral learning ( Wei et al, 2021 ; Derakhshan, 2022 ; Pan, 2022 ; Li et al, 2023 ), and therefore, is an essential dimension of any successful learning experience, including foreign and second language learning. As a motivation-based construct, learner empowerment pertains to a psychological state in which “learners feel competent, find the required course tasks meaningful, and feel like they have an impact on the learning process” ( Ledbetter and Finn, 2016 , p. 4).…”

“…As a motivation-based construct, learner empowerment pertains to a psychological state in which “learners feel competent, find the required course tasks meaningful, and feel like they have an impact on the learning process” ( Ledbetter and Finn, 2016 , p. 4). As put by Pan (2022) , learners who feel empowered typically have favorable attitudes toward the instructor, the classroom environment, and the learning process. Such positive attitudes inspire learners to make the most of the learning opportunities ( Dewaele and Proietti Ergün, 2020 ; Wang and Derakhshan, 2023 ) and to actively engage in the learning tasks ( Ferrer et al, 2020 ; Pan et al, 2023 ; Wang et al, 2023 ).…”

“…In line with this necessity, some earlier studies (e.g., You, 2016 ; Davis and Bowles, 2018 ; Dağgöl, 2020 , among others) have evaluated the influence of learner-related factors on learner empowerment. Furthermore, some inquiries (e.g., Yujing, 2015 ; León and Castro, 2017 ; Pan, 2022 , among others) have assessed the impact of context-related factors on this motivation-based construct. Likewise, a body of research (e.g., Ledbetter and Finn, 2013 , 2016 ; Cakır, 2015 ; Diaz et al, 2016 ; Wang et al, 2022 ; Wang and Hemchua, 2022 ; Wang and Derakhshan, 2023 ; Zhi and Wang, 2023 ) has looked into the effect of teacher-related factors on learner empowerment.…”