The Influence of EFL Teachers’ Hope and Trust on Their Academic Grit: A Theoretical Review

Abstract

The role of emotions in second/foreign language education has been exponentially highlighted in the literature. However, the interplay of English as a foreign language (EFL) teachers’ hope, trust, and grit has witness a scant attention among L2 researchers. Against this shortcoming, the present mini-review article made an effort to offer a theoretical analysis of the theoretical and empirical underpinnings of these three constructs. In so doing, it presented the definitions, conceptualizations, dimensions, theories, related studies, and the way these variables can influence one another. Drawing on scientific findings in the literature, this study proposed some implications for EFL teachers, teacher trainers, principals, and scholars to enhance their knowledge of psycho-emotional factors and how establishing an environment based on hope and trust can generate success in L2 education. Finally, some recommendations for future research are made to drive this line of research forward.

Grit and Foreign Language Enjoyment as Predictors of EFL Learners’ Online Engagement: The Mediating Role of Online Learning Self-efficacy

“…Teachers are no longer simple presenters of knowledge, but active agents, who produce gritty and tough students (Duckworth et al, 2010 ). Grit promotes academic performance, hope, trust, learning motivation, resilience, and success rate (Keegan, 2017 ; Taşpinar & Külekçi, 2018 ; Xu, 2022 ). Furthermore, grit is contended to afford persistent energy, passion, motivation, desire, self-discipline, and self-control for L2 learners (Duckworth & Gross, 2014 ; Li & Yang, 2023 ).…”

“…Concerning L2 students’ grit, correlational studies reveal that grit predicts well-being, success, satisfaction, willingness to communicate (WTC), achievement, resilience, engagement, and enthusiasm (Fathi et al, 2021 ; Jin & Kim, 2017 ). In a recent study, Xu ( 2022 ) argued that L2 students’ grit is facilitated by teachers’ hope and trust. Furthermore, Wu et al ( 2022 ) identified a positive correlation between grit and EFL students’ performance.…”

Modeling the interplay between emotion regulation, self-efficacy, and L2 grit in higher education

“…Moreover, they concluded that teacher grit predicted the relationships between EFL teachers’ self-reported pedagogical beliefs and their actual practices. Confirming the scant attention to L2 teacher grit, a theoretical analysis was completed by Xu (2022) , in which the theoretical and empirical literature related to teachers’ hope, trust, and grit were reviewed. Shabani et al (2022) examined to what extend pedagogical thoughts vary as a function of EFL teachers’ levels of grit.…”