The Role of Grit in Students’ L2 Engagement in the English as a Foreign Language Classroom

Abstract

Due to the rapid development of teaching and learning English as a Foreign Language (EFL), on the one hand, and the arrival of positive psychology (PP) in the process of language education, on the other hand, student engagement has been burgeoned and got a noteworthy role in the academic field. The present review attempts to investigate the relationship of grit with students’ L2 engagement, by examining both backgrounds and consequences of grit. Consequently, the effectiveness of findings for policymakers and academic experts is discussed, along with the prominence of strengthening grit in the scholastic contexts in order to cultivate character in learners and improve their prospects.

Increasing Chinese EFL Learners’ Grit: The Role of Teacher Respect and Support

“…To him, L2 learners who constantly communicate in the second language are more likely to succeed in language courses. In a similar vein, Liu (2021) noted that grit drives L2 learners to persevere through the lengthy process of language learning. She also mentioned that this personal trait inspires L2 learners to enthusiastically engage in classroom activities, which helps them thrive in language learning environments.…”

“…She also mentioned that this personal trait inspires L2 learners to enthusiastically engage in classroom activities, which helps them thrive in language learning environments. Due to the value of grit in the language learning process ( Lee, 2020 ; Liu, 2021 ), inspecting the consequences and predictors of this construct seems crucial. To answer this necessity, some empirical investigations [e.g., Chang (2014) , Hodge et al (2018) , and Yamashita (2018) ] have been conducted into the academic consequences of language learners’ grit.…”

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

“…Several studies have verified the important positive relationship between grit and self-efficacy (e.g., Alhadabi & Karpinski, 2020;Usher et al, 2019), well-being (Arya & Lal, 2018), motivation (e.g., Changlek & Palanukulwong, 2015;Teimouri et al, 2020), and academic involvement (Nelson & Baltes, 2019). Liu (2021) examined the role of grit in learners' foreign language involvement, by inspecting both backgrounds and the effects of grit. He argued that foreign language learners may exploit tasks or mediations with the purpose of enhancing positive behaviors, such as grit and consistency.…”

Exploring the Conceptual Constructs of Learners’ Goal Commitment, Grit, and Self-Efficacy

“…The goal-setting theory suggests that individuals with a commitment to their goals do their best to show perseverance in achieving their objective and the progress of goal commitment is indispensable for success in the learning process. The intervention function of grit indicates that goal commitment and grit can be directed as key facts for those anticipating to develop learners' engagement, as well (Liu, 2021;Xie and Derakhshan, 2021).…”