Modeling the impact of L2 grit on EFL learners’ core of self-assessment and foreign language anxiety

Abstract

Learners’ personality traits and self-assessment have an essential role in their academic achievement and the well-being of society. Although L2 grit and the core of self-assessment (CSA) have attracted considerable attention in educational research, few studies have focused on the impact of L2 grit on boosting CSA and managing foreign language anxiety (FLA). Drawing upon this existing research gap, the present study set forth to test a structural model of English as a Foreign Language (EFL) university learners’ L2 grit, CSA, and FLA. The language-domain-specific grit scale (LDSGS), the core of self-assessments questionnaire (CSAQ), and the Foreign Language Classroom Anxiety Scale (FLCAS) were administered to 418 Iranian EFL university learners. The findings of structural equation modeling (SEM) reflected the contributions of L2 grit and CSA to overcoming language learners’ experienced anxiety. Furthermore, the significant influence of EFL learners’ CSA on FLA was concluded. The implications of the findings are to raise learners’ awareness of their personality traits and self-assessment that can foster effective language instruction and assessment.

The interplay among self-assessment, using reflection for assessment, classroom enjoyment, and immunity: into prospects of effective language learning

“…It should be noted, however, research in the realm of CSA and LE is quite rare and needs more attention (Andrade, 2019). The finding of Heydarnejad, Ismail, et al (2022) confirmed the influence of L2 grit on CSA and controlling EFL learners' anxiety in the classroom. The effects of L2 grit on boosting self-efficacy and emotion regulation are approved by Zheng, Yu, and Tong (2022).…”

“…Additionally, students' self-concept, self-identity, and sociocultural background are critical in the depth of students' attitudes toward CSA (Bourke & Mentis, 2007, 2013. As the previous studies pinpointed, investment in boosting CSA strategies among EFL learners influenced their academic well-being (Bijani et al, 2022;Heydarnejad, Ismail, et al, 2022;Punpromthada et al, 2022). According to Al-Mamoory and Abathar Witwit (2021), the more learners practice CSA, the better they can decide reflectively.…”

“…The design of the task and the level of its difficulty may affect students' involvement in CSA. In a recent study by Heydarnejad, Ismail, et al (2022), a model was suggested to depict the relationship between L2 grit, CSA, and foreign language learning anxiety among EFL learners. Based on their findings, L2 grit acts as a mediator in improving learners' CSA and decreasing foreign language learning anxiety.…”

A model of academic buoyancy, L2 grit, academic emotion regulation, and personal best: An evidence from EFL context

“…Identifying and meeting factors leading to learners’ emotional and cognitive health are necessary to boost their academic achievement. AB is one of learner attributed constructs that refers to their competence to efficiently deal with academic setbacks and adversities [ 1 , 2 ]. To reach academic adjustment, learners need to be armed with AB [ 3 , 4 ].…”

“…To portray students' L2 grit, two wings are pictured: persistence of endeavor and dedication for deep-rooted aims. Grit is basically a tendency that enables learners to manage their energies and discriminate the distinction between determinative and trivial goals [ 1 , 5 ] and to invest their energies and time on worthwhile objectives. More precisely, grit is important as much as talent and can give rise to the students’ progress and creativity [ 6 – 8 ].…”