Understanding the Relationship Between Grit and Foreign Language Performance Among Middle School Students: The Roles of Foreign Language Enjoyment and Classroom Environment

The effect of grit on L2 willingness to communicate among Chinese junior high school students: an analysis of the differential roles of foreign language enjoyment and anxiety

With the burgeoning research on positive psychology, grit has gradually attracted scholarly attention in the field of L2 acquisition, and it has been shown to be a significant positive predictor of L2 achievements and outcomes. However, despite being an important factor in L2 acquisition, grit has rarely been incorporated as a research variable in prior research on willingness to communicate in a second language (L2 WTC), especially among Chinese teenagers who find themselves in a foundational stage of developing their L2 communicative competence. Based on a survey among 238 Chinese junior high school students, this study analyzed the effect of their grit on their L2 WTC, and explored the differential roles of foreign language enjoyment (FLE) and anxiety (FLA) in their interactions. The results revealed that: (1) perseverance of effort (PE), consistency of interest (CI) and FLE had significantly positive correlations with L2 WTC, whereas FLA was found to have a significantly negative correlation with L2 WTC; (2) PE and CI served as significant positive predictors of L2 WTC; (3) FLE mediated the interactions between PE and L2 WTC and between CI and L2 WTC, while the mediating effects of FLA were found to be statistically non-significant. The findings can provide theoretical implications for furthering L2 WTC research, as well as practical reference for its development among Chinese junior high school students.

Associations Between Teacher Confirmation, Emotional Support and Chinese EFL Learners' Grit: Sequential Mixed Methods

While grit is considered essential to EFL learners as they navigate the challenges and setbacks of foreign language learning, it has been largely overlooked by EFL researchers. In this sequential mixed methods study with qualitative data and structural equation modeling (SEM), we examined the role of teacher confirmation and emotional support in predicting L2 grit among 309 low-proficiency Chinese EFL learners who were majoring in music, fine arts, and physical education at Chinese universities. Our results revealed positive correlations between teacher confirmation, emotional support, and L2 grit, with both teacher confirmation and emotional support significantly predicting L2 grit in our presumptive model. Qualitatively, we analyzed 22 participants' responses to three open-ended questions from a semi-structured interview. Interviewees named a spectrum of interpersonal, learner, context, teacher, and task related factors they believed to be affecting their L2 grit. Among the interpersonal factors, teacher-student communication variables were most frequently named, echoing our quantitative findings. We discussed the limitations, pedagogical implications, and recommended future directions of this research.

Teacher support and its impact on ESL student engagement in blended learning: The mediating effects of L2 grit and intended effort

BACKGROUND

In the shifting paradigm of English as a Foreign Language (EFL) instruction, blended learning has become increasingly prevalent, necessitating understanding factors that drive student engagement. The research delves into the intricate interaction between teacher support and student engagement, postulating that L2 grit and intended effort function as mediators within this dynamic.

METHODS

We employed a cross-sectional design involving a sample of 712 EFL students engaged in blended learning courses. Through quantitative analysis, we measured the constructs of teacher support, L2 grit, intended effort, and student engagement with validated scales. Structural Equation Modeling (SEM) was applied to investigate the relationships between these variables and to test the hypothesized mediation effects.

RESULTS

The results demonstrated that teacher support correlated with higher levels of student engagement. L2 grit and intended effort were identified as significant mediators in this relationship. L2 grit acted as a bridge between teacher support and student engagement, reflecting the essential role of perseverance and passion for long-term language learning objectives. Intended effort further mediated this relationship, indicating that supportive teacher behaviors foster greater student effort, enhancing overall engagement. The study also revealed a chain mediation effect, suggesting that teacher support sequentially enhances L2 grit, which in turn increases intended effort, cumulatively leading to improved student engagement.

CONCLUSION

The findings offer evidence of the central role of teacher support in bolstering student engagement through the development of L2 grit and the enhancement of intended effort. This paper underlines the necessity of a supportive learning environment in blended EFL settings and presents a novel sequential mediation framework that can guide educators, curriculum designers, and policymakers in creating more effective learning experiences.

Longitudinal Relationship between L2 Grit and Motivational Regulation Strategy in University Second Language Learning: An Autoregressive Cross-lagged Model Study

Despite the significance of grit and motivational regulation strategies (MRS) to language learning, limited research has been conducted on their longitudinal interplay. The present study explores the relationship between these two constructs in an English as a second language (L2) learning context through a longitudinal design. This study utilizes repeated measures of L2 grit and MRS at two time points (T1 and T2) to investigate the direction of influence between them and proposes and evaluates four models: an autoregressive model, two unidirectional models, and a bidirectional model. Using questionnaire data from 205 Chinese university students to evaluate the models, results from model assessment revealed that L2 grit at T1 positively predicted L2 grit at T2 and that MRS at T1 positively predicted MRS at T2. While L2 grit showed stability, MRS developed over time. The unidirectional model with L2 grit at T1 as a predictor of MRS at T2 was identified as the model of best fit, indicating that L2 grit at an earlier time unidirectionally influenced MRS at a later time. Based on these findings, we conclude that there is a unidirectional influence between L2 grit and MRS: the former plays an influential role in shaping MRS in L2 learning over time. Implications and recommendations for future research are discussed. This study contributes to a deeper understanding of the dynamics between the two constructs, which in turn impacts language learning persistence and success, offering valuable insights for educators, policymakers, and researchers striving to optimize language learning environments and interventions.

The effect of reading strategy use on online reading comprehension

In the current age, digital technology is rapidly changing daily routines, and young people today spend most of their time using various digital tools. Therefore, traditional reading of the printed page is being transformed into digital reading of online texts among students. Thus, online reading strategies have become crucial for their development in online reading performance. This study aimed to investigate the effects of online reading strategies used by lower secondary students on reading comprehension achievement. It conducted an online survey of reading strategies, involving three types of reading strategies, global, problem-solving, and support. The study recruited 4527 students at the lower secondary school level in Hungary. The study examined the students' attitudes toward literature and grammar in their native language (L1), use of online reading strategies, reading comprehension skills, and language arts achievement as well as examining the relations between them with various methods of analysis (descriptive/inferential, Rasch and path analyses). The findings demonstrated that the students' problem-solving strategies (from among the three reading strategies) exerted significant and positive impacts on reading comprehension. Additionally, the students' attitudes toward L1 had a positively significant effect on their use of online reading strategies and language arts achievement and an indirect effect on reading comprehension skills. The study also found a significant relationship between language arts achievement and reading comprehension achievement. Therefore, this study is beneficial for language teachers in helping students improve reading comprehension skills.

Academic self-efficacy, grit, and teacher support as predictors of psychological well-being of Chinese EFL students

Introduction

This study explores the determinants of psychological well-being among 968 Chinese English as a Foreign Language (EFL) students by employing structural equation modeling (SEM). Focusing on academic self-efficacy, grit, and teacher support, this research aims to illuminate their roles in shaping the psychological well-being of EFL students within the Chinese educational context.

Methods

Data from a robust sample of Chinese EFL students were analyzed using SEM techniques to investigate the relationships between academic self-efficacy, grit, teacher support, and psychological well-being. Validated instruments were utilized to measure these constructs, ensuring accuracy and reliability. The study employed meticulous data collection procedures over a three-month period, maintaining strict ethical standards and anonymity for participants.

Results

The SEM analysis revealed intricate connections among academic self-efficacy, grit, teacher support, and the psychological well-being of Chinese EFL students. Academic self-efficacy and grit emerged as direct predictors of psychological well-being, highlighting their significance in fostering students' overall well-being. Additionally, teacher support was identified to play a mediating role in this relationship, emphasizing its critical influence on enhancing academic self-efficacy and grit, thereby contributing to students' psychological well-being.

Discussion

These findings underscore the crucial importance of nurturing academic self-efficacy and grit to enhance the psychological well-being of Chinese EFL students. Furthermore, teacher support stands out as a pivotal factor in elevating students' academic self-efficacy and grit, emphasizing the need for educational interventions centered on fostering these attributes among Chinese EFL learners. The implications of these results extend to educational practices, emphasizing the indispensable role of teacher support and interventions aimed at cultivating academic self-efficacy and grit to promote the psychological well-being of EFL students within the learning environment.

Testing a mediation model of teacher caring, grit, and student wellbeing in English as a foreign language students

Introduction

This study delves into the influence of perceived teacher caring on the wellbeing of Chinese English as a Foreign Language (EFL) students, with a specific focus on the potential mediating effect of grit. With a sample size of 748 EFL students hailing from diverse Chinese universities, we aimed to shed light on the connections between perceived teacher caring, student wellbeing, and the mediating factor of grit.

Methods

To address our research questions, we collected data through self-report questionnaires that gauged perceived teacher caring, student wellbeing, and levels of grit. By utilizing structural equation modeling, we were able to rigorously assess both the direct and indirect impacts of teacher caring on student wellbeing.

Results

Our analysis uncovered a noteworthy and positive correlation between perceived teacher caring and student wellbeing. Furthermore, our findings indicated that grit plays a significant mediating role in this relationship. This suggests that students who exhibit higher levels of grit are more inclined to experience heightened levels of wellbeing.

Discussion

The outcomes of this study underscore the significance of nurturing positive teacher-student relationships within the EFL context. The identification of grit as a mediator emphasizes its role in fostering enhanced student wellbeing. These findings collectively emphasize the intertwined nature of teacher caring, grit, and student wellbeing. Educators should consider these insights for their teaching practices, while researchers can use this study as a foundation for further investigations in this domain.

Grit in second language acquisition: a systematic review from 2017 to 2022

Recent years have witnessed increasing attention to personality strength (grit) due to its merit in goal-seeking language learning processes. Two facets of grit, namely perseverance of effort (PE) and consistency of interest (CI), play a critical role in overcoming learning difficulties and strengthening willpower to pursue learning goals. The current review seeks to explore various issues related to grit, including its factor structure, the relationship between grit and frequently associated factors, as well as the utility of PE and CI in facilitating language learning. This exploration is based on the findings of 32 empirical articles published between 2017 and 2022 from three databases. The results indicate that although research which examines the role of grit has entered a fast growth phase since 2020, there is still a need for expansion and diversification in scopes, participants, research methods, and language contexts. Moreover, previous studies have not adequately addressed the critical issue of grit's conceptualization and factor structure. Finally, this study suggests that future researchers should impartially assess the factor structure and nature of PE and CI, to provide more robust evidence to clarify the relationship between grit and diverse emotions and positive institutions, in order to advance understanding of grit in second language learning.

Reviewing the effect of teachers' resilience and wellbeing on their foreign language teaching enjoyment

This paper reviews evidence on teachers' resilience (TR) and wellbeing (TWB) on foreign language teaching enjoyment (FLTE). This review improves the understanding of the multi-dimensional, dynamic and context-dependent structural attributes of TR and TWB, as well as the relationship between them and the FLTE. The literature review verifies the positive effects of teachers' positive optimism, self-efficacy, positive teacher-student relationship, teacher support and pro-social dynamic classroom environment on TR and TWB under person-context interaction, and also confirms that TR and TWB have predictive effect and significant impact on personal enjoyment, social enjoyment and student appreciation of FLTE three-factor structure. Some important findings from the review verifies the important role of teachers' social enjoyment in the three-factor structure and the dominant role of prosocial situational characteristics in predicting FLTE. This paper finally explains its pedagogical significance and provides some suggestions for expanding the research on antecedent variables related to FLTE.

A model of teachers’ growth mindset, teaching enjoyment, work engagement, and teacher grit among EFL teachers

Because of the importance of positive emotions in second language (L2) acquisition, researchers have undertaken studies to investigate L2 learners’ emotions. Nevertheless, L2 teachers’ emotions still require more scholarly attention. Against this backdrop, we sought to test a model of teachers’ growth mindset, teaching enjoyment, work engagement, and teacher grit among English as a foreign language (EFL) teachers. To this end, 486 Chinese EFL teachers volunteered to partake in an online survey and completed the questionnaires of the four constructs in question. Confirmatory factor analysis was performed to ensure the construct validity of the used scales. Then structural equation modeling (SEM) was used to test the hypothesized model. SEM results indicated that teaching enjoyment, teacher grit, and growth mindset directly predicted EFL teachers’ work engagement. In addition, teaching enjoyment affected work engagement indirectly via the mediation of teacher grit. Likewise, teacher grit mediated the effect of growth mindset on teachers’ work engagement. Finally, the implications of these findings are discussed.

A cross-lagged panel analysis of second language achievement and enjoyment

Although self-perceived language proficiency has recently been found to influence foreign language enjoyment (FLE), rigorous assessment of the causal relationship between actual second language (L2) achievement and FLE has received relatively little attention. Based on control-value theory, this longitudinal study examined the causal antecedents of the relationship between the L2 achievement of 206 FL learners and their FLE from the perspective of dynamic systems theory and conducted a cross-lagged panel (CLP) analysis using Mplus 8.3 software. Both variables were measured two times over one academic year (10 months) in an English as a foreign language (EFL) course. The Wilcoxon signed-rank test showed significant changes in both variables over time. According to the CLP path model, L2 achievement at Time 1 (T1) appeared to affect subsequent FLE, while FLE at T1 failed to predict L2 achievement at Time 2 (T2). This study provides empirical evidence of the directional effect of L2 achievement on FLE regarding the hypothesized reciprocal effect of the two. Implications for stakeholders in the field of education are discussed.

English-learning stress and performance in Chinese college students: A serial mediation model of academic anxiety and academic burnout and the protective effect of grit

Introduction

Having to adapt to a new environment with various other challenges while completing their studies, Chinese college students experience intense stress related to the study of the English language. However, there has been little research on the serial mediating mechanism of English-learning stress on English academic performance.

Methods

Present study recruited 1130 undergraduate students to finish self-report online questionnaire to collect the information about their English-learning stress, academic anxiety and burnout, English academic performance and grit. We constructed a moderated serial mediation model to test the effect of academic anxiety and academic burnout and explored whether grit can restrict the decrease in academic performance caused by English-learning stress.

Results

Results show that: (1) both academic anxiety and academic burnout mediate the relationship between English-learning stress and performance; (2) academic anxiety and academic burnout show a significant serial mediating role between academic pressure and English academic performance; and (3) grit significantly moderates the relationship between academic burnout and English academic performance.

Discussion

These results lead us to believe that cultivating the grit of Chinese college students may be an effective way to improve the academic performance of those experiencing high English-learning stress.

A model of classroom social climate, foreign language enjoyment, and student engagement among English as a foreign language learners

With the advent of positive psychology in second language (L2) learning, some researchers have undertaken empirical studies to explore emotional variables affecting L2 learning and how positive emotions can enhance the engagement of L2 learners. As an attempt to contribute to this research domain, this project sought to test a model of student engagement based on classroom social climate (CSC) and foreign language enjoyment (FLE) among English language learners in Iran. A sample of 386 intermediate English as a foreign language (EFL) learners took part in this survey by completing the online battery of questionnaires. Structural equation modeling (SEM) was employed for the analysis of the gathered data. The results showed that both CSC and FLE were significant predictors of student engagement, with FLE acting as a stronger predictor. Furthermore, CSC exerted a slight influence on FLE. The findings of the present study verify the contributions of positive psychology to L2 pedagogy, implying that pleasant perceptions of learning context and positive emotions can lead to further student engagement.

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

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.

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

Owing to the pivotal role of grit in scholastic success, factors that help learners become gritty are worth to be studied. Accordingly, this research sought to inspect the impact of teacher respect and teacher support on Chinese EFL learners' grit. In doing so, three reliable measures of the variables were sent to 613 Chinese EFL learners. Using Spearman correlation tests, strong connections were discovered between teacher respect, teacher support, and Chinese EFL learners' grit. Multiple regression analysis was then performed to inspect the role of teacher respect and teacher support in increasing Chinese EFL learners' grit. As a result, both teacher respect and teacher support were found to be highly influential in increased learner grit. The limitations and implications are discussed.

The Contribution of Psychological Wellbeing and Emotion-Regulation to Foreign Language Teaching Enjoyment

The notion of foreign language teaching enjoyment (FLTE) has recently been introduced to the field of foreign language education as a positive emotion which influences teachers’ professional and psychological growth. Due to the pure novelty of the concept, scant research attention has been paid to its antecedents in English as a foreign language (EFL) contexts. The present study aims to investigate the extent to which psychological wellbeing and emotion regulation can contribute to FLTE of Iranian EFL teachers. The participants (N = 575) responded to three electronic questionnaires and the collected data were then analyzed through structural equation modeling (SEM). The SEM analysis indicated that Iranian EFL teachers’ psychological wellbeing and emotion regulation significantly influenced their FLTE. The findings revealed that psychological wellbeing was a stronger predictor of EFL teachers’ FLTE in the Iranian context. The findings were discussed regarding the causes of increasing teaching enjoyment. The results highlighted the importance of applying psychology in language teaching research. Finally, implications and suggestions for future research are offered.

The Role of Learners' Psychological Well-Being and Academic Engagement on Their Grit

This review aimed at examining the related studies on the effect of English as a foreign language learners' (EFL) psychological well-being and academic engagement as positive emotional constructs on learners' grit. The positive significant effect of psychological well-being on learners' grit has been confirmed in the literature review. Studies have shown that resilience, enjoyment, engagement, lack of depression, interest, and world meaningfulness can act as mediator variables in the relationship between psychological well-being and grit. Furthermore, few studies have been done on the effect of academic engagement on learners' grit. The studies showed that some factors such as meticulousness, self-control, self-confidence, and motivation act as mediators in the relationship between academic engagement and grittiness. In the end, the pedagogical implications are expounded to promote the quality of language learning quality. This review also provides some suggestions for further research to clarify our perspective over positive emotional variables and their relationships with each other.

Taking a Fresh Look at Foreign Language Enjoyment Research in SLA: Current Status, Future Directions, and Pedagogical Implications

Foreign Language Enjoyment (FLE), as the most prevalent positive emotion predicting L2 learners' academic performance and well-being, and a critical factor contributing to the creation of positive micro-institutions (e.g., the classrooms), has received remarkable scholarly attention across the globe in the past eight years. Despite the fact that FLE is the most extensively investigated positive emotion and extant research has yielded rich and invaluable findings, it is far from being adequately studied, leaving vast lacunas to be explored. Therefore, this conceptual review article is written to familiarize language education researchers, practitioners, instructors, and learners with the current status of FLE research and its potential applications in L2 education, and suggest potential avenues for future research. To this aim, by making a diachronical and synchronical delineation of extant literature with regard to the conceptualization and theorization of FLE, and the methodology of FLE research, we argue that it is incumbent on researchers to make a new line of enquiry into the actualization of the ascertained affordances of FLE and its transmission in the microsystem of the classroom. Subsequently, by drawing on the broaden-and-build theory and the control-value theory, we highlight the significance of conducting FLE research with theoretical triangulation and methodological diversity to validate the data and minimum bias. Next, while highlighting the critical role of FLE in L2 education, we suggest some pedagogical implications with the hope of enlightening the practice of key stakeholders such as instructors, teacher educators, and teacher recruiters. In the end, the limitations of existing literature are explicated, and avenues for future studies on FLE in L2 education domain are put forward for interested researchers.

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

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.

Examining the Association of Grit Profiles With Big Five Personality and Achievement Among Iranian Foreign Language Learners

Grit-trait-level perseverance and prolonged passion for primary goals-is related to several indicators of educational success such as academic achievement, engagement, and motivation. Although there is new evidence showing the beneficial effects of grit, most research has taken a variable-focused approach and consequently has failed to indicate how individuals with different grit profiles might have different academic results. The present study aimed to build on the existing literature on grit by investigating the relationship between grit, big five personality and L2 achievement. The participants of this study were 384 English as a Foreign Language (EFL) students from different academic majors studying at Yazd University. They had enrolled in General English (GE) courses. The results of the cluster analyses showed that there were three natural grit profiles (Cluster 1 = High Perseverance and High Consistency; Cluster 2 = High Perseverance and Low Consistency; Cluster = Low Perseverance and High Consistency) in the current study. The results of the multivariate analysis of variance (ANOVA) showed that students belonging to cluster 1 had the highest scores on big five personality traits and L2 achievement. The results also showed that when taking academic exams, high perseverance of effort and low consistency of interest were related to higher level of neuroticism and lower level of consciousness. Our study has some theoretical and practical implications. Regarding the theory, this study is related to the existing grit literature by elaborating the relationship between grit profiles, big five personality traits, and L2A. Regarding the practice, our findings affirm the significance of developing and implementing the big five personality traits interventions in grit prediction.

Psychometric Properties of the Grit-S in Chinese Nurses

Grit, as a positive psychological trait, could affect the stability of nursing workforce and nurses’ physical and mental health continuously. The Short Grit Scale (Grit-S) with fewer items than the original Grit Scale was widely used to measure individual trait-level grit. However, the psychological properties of Grit-S among Chinese nurses have not been verified. A self-designed sociodemographic questionnaire was used to investigate 709 Chinese nurses in the study, and Grit-S, Big Five Inventory-44, Brief Self-Control Scale, 10-item Connor-Davidson resilience scale, and Task Performance Scale were adopted to collect information of grit, personality, self-control, resilience, and work performance. The confirmatory factor analysis, Pearson correlation analysis, hierarchical regression analysis, and multi-group confirmatory factor analysis were conducted to verify the psychometric properties of the Grit-S. The results demonstrated that the Grit-S had sound validity and reliability among Chinese nurse samples and had good measurement invariance across nurses in general hospitals and psychiatric hospitals. The results of this study provide confidence in using the grit measurement among Chinese nurse in the future.

Exploring the Relationship Between Chinese EFL Students' Grit, Well-Being, and Classroom Enjoyment

It has been documented that grit plays an indispensable role in the process of language learning and teaching. It is postulated that gritty people are more able to become involved in classroom practice and remain motivated even in light of challenges; however, what remains vague is the interplay of grit, well-being, and classroom enjoyment. To this end, 335 male and female Chinese EFL (English as a Foreign Language) learners who were studying English in 28 universities took part in this study. They completed three questionnaires including the grit scale questionnaire (Grit-S), foreign language enjoyment scale, and PERMA well-being scale. The Pearson coefficient of correlation was run to investigate the first research question of the study while, after checking the preliminary assumptions, for the second research question a multiple regression analysis was used. The findings of the study demonstrated that there is a positive relationship between learners' grit and enjoyment, and high degrees of enjoyment were interrelated to high degrees of grit. The findings of the study also signified that grit significantly predicted students' well-being and was also a predictor of classroom enjoyment. Finally, some implications and recommendations have been offered for language teaching stakeholders in educational settings.

Exploring the Dynamic Interplay Between Foreign Language Enjoyment and Learner Engagement With Regard to EFL Achievement and Absenteeism: A Sequential Mixed Methods Study

Scholarly attention to the feeling of enjoyment experienced in second language acquisition (SLA) has sharply increased in the past 5 years owing to its positive effect on facilitating academic outcomes as well as promoting language learners' well-being. This sequential mixed methods study aims to examine the interplay between Foreign language enjoyment (FLE) and learner engagement (LE) as well as their combined effects on participants' EFL achievement and absenteeism. To this end, we administrated a questionnaire containing the adapted FLE Scale and the four-aspect engagement inventory among 707 Chinese university students and a semi-structured interview among 28 of them. Statistical analysis revealed that FLE was highly and positively correlated with LE, and the causal relationship between the two constructs was reciprocal. Furthermore, both FLE and LE had low correlations with participants' academic achievements, but no significant correlation was found between FLE or LE and absenteeism. However, a higher level of FLE-social was associated with a lower level of absenteeism. Finally, no gender differences were found either in the level FLE or in that of LE. The thematic analysis indicated that FLE was subject substantially to teacher-related variables and the second most significant attractor of FLE was FLE-self. Analysis of the trends of LE indicated that Chinese EFL learners preferred to engage themselves in their English study more emotionally, behaviorally, and cognitively than agentically. Pedagogical implications of the findings for EFL practitioners are also discussed, and suggestions for future research are offered.

Perseverance of Effort and Consistency of Interest: A Longitudinal Perspective

The present research, enlightened by the dynamic approach to language learning, aimed to trace the co-development of English as a foreign language (EFL) learners’ perseverance of effort (PE) and consistency of interest (CI), the two subdomains of grit, over a course time. To this aim, a factor of curves model (FCM) was employed to trace the covariance of the subdomains of L2 grit longitudinally over time; to explore how changes in PE and CI are affected by their initial states; and to what extent the variations in PE and CI are explained by the underlying global factor of L2 grit. For data collection, the L2 grit scale was used with 1,384 adult EFL learners in four measurement occasions. The data were analyzed in Mplus with FCM in three steps. The results showed that firstly, in analyzing the direction of change in PE and CI, a higher mean was estimated in the growth (the slope) than the intercept. Evidence was also found for inter-individual variation. Secondly, the covariance between the intercept and slope of each subdomain was explored and for both the results revealed a negative covariance of the slope and intercept. Thirdly, the covariance of the intercepts and the slopes of the two subdomains was positive and significant. Fourthly, the variance of the intercept and slope of each subdomain proved to be explained to a large extent by the underlying global factor of L2 grit. These findings were discussed in the light of the potential variables associated with L2 grit and its related literature.

A Review of Foreign Language Enjoyment and Engagement

The introduction of positive psychology into foreign/second language learning has led to a multitude of novel theoretical and empirical studies. Foreign language enjoyment (FLE) is regarded as a response to the widely examined concept of classroom anxiety. The majority of these studies have investigated the effect of learners’ and teachers’ characteristics (Xie and Derakhshan, 2021) pertaining to FLE on learners’ academic achievement and their engagement in classroom tasks. Following a seminal study by Dewaele and MacIntyre (2014) and the development of the primary FLE scale, some researchers evaluated the extent of learners’ enjoyment in the language learning environment; these studies approved the effectiveness and prominence of FLE throughout the learning process. The present review is an attempt to review studies on FLE during the past two decades. The related literature confirms the significance and efficiency of promoting FLE in the classroom because it brings about higher levels of motivation and engagement among language learners and leads to prolonged success and achievement. A summary of the major efforts regarding this area of research is presented in this study.

A Longitudinal Study of Foreign Language Enjoyment and L2 Grit: A Latent Growth Curve Modeling

In line with the dynamic shift in SLA domain and the need for the development of suitable methods to explore the dynamics of emerging concepts in the field such as grit and enjoyment, in the present research, we intended to investigate the growth of foreign language enjoyment (FLE) and L2 grit over time. To do this, we used a bivariate latent growth curve model (LGCM) to examine the covariance between 437 EFL learners' initial and growth levels of L2 grit and FLE in four measurement occasions of 2 week intervals. The data were collected via the original foreign language enjoyment scale and the L2 grit scale. The model including the covariance between intercepts and slopes of FLE and L2 grit was tested via Mplus 7. The findings indicated an increasing trend in the association between the growth levels of both variables. That is, the means of both L2 grit and FLE were larger at their growth level than their initial level. Also, analyzing the co-variations in the model showed that the covariances between the intercepts and slopes of FLE and L2 grit were statistically significant. This would point to the existence of a parallel process (co-development) of FLE and L2 grit. This result also implied that an increase in the level of FLE among the participants was strongly correlated with an increase in the level of L2 grit during the whole course. The findings were discussed with reference to previous studies in the literature and the implications were also provided.

A Conceptual Review of Positive Teacher Interpersonal Communication Behaviors in the Instructional Context

Following the recent special issue in Frontiers in Psychology, entitled "The Role of Teacher Interpersonal Variables in Students' Academic Engagement, Success, and Motivation," calling educational researchers worldwide to examine different teacher interpersonal communication behaviors that contribute to student-related academic outcomes, this conceptual review article is written to familiarize educational researchers, teachers, and students with main concepts in instructional communication and their role as the main pillar of successful teaching and learning processes. To this aim, by drawing on the positive psychology movement and the rhetorical and relational goal theory in instructional communication, we argue that positive teacher interpersonal communication behaviors are facilitators of a wide range of desirable student-related academic outcomes. Then, to support our argument, we provide empirical evidence. In doing so, we introduce and define seven instances of positive teacher interpersonal communication behaviors, namely teacher care, clarity, credibility, rapport with students, stroke, immediacy, and confirmation, and expound how they positively predict academic outcomes such as motivation, learning, engagement, involvement, class attendance, willingness to communicate, performance, and success in students. Subsequently, we highlight the critical role of teacher interpersonal variables in the foreign/second language classroom context. Next, we suggest some pedagogical implications with the potential to enlighten the practice of key educational stakeholders (i.e., teachers, students, teacher educators, materials developers, administrators, and teacher recruiters). At the end, the limitations in this line of research are identified, and avenues for future research on teacher interpersonal communication in both general education and language education domains are put forward for interested researchers.

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

The relationship between grit and success has been investigated extensively in various contexts. However, the association between grit and language performance, especially in a Chinese high school context, remains underexplored. This study investigates grit, the positive emotion of enjoyment, the negative emotion of anxiety, foreign language performance, and how enjoyment and anxiety mediate the relationship between grit and foreign language performance. A questionnaire was administered to 697 Chinese high school students, followed by a language test after 2 weeks. The results showed that more than half of the students had a moderate-high level of grit and foreign language enjoyment and that nearly half of them experienced a low-moderate level of foreign language anxiety. It was also found that grit, foreign language enjoyment, and foreign language performance were positively correlated with each other, and all three variables were negatively correlated with anxiety. Both foreign language enjoyment and foreign language anxiety mediated the relationship between grit and foreign language performance to a significant degree, and the mediating effect of foreign language anxiety was stronger than that of foreign language enjoyment.

Emotions and Instructed Language Learning: Proposing a Second Language Emotions and Positive Psychology Model

Although emotion research and positive psychology (PP) have recently gained strong momentum in the field of second language acquisition (SLA), theoretical models linking language emotion and PP research, which offer insights for both research and intervention practice are lacking. To address this gap, the present article first introduces the origin, concept, and research around PP. Next, it summarizes recent research on PP and emotions in SLA. Finally, by triangulating emotion theories and research in the fields of psychology, education, and SLA, we propose a new model, which merges the three pillars of PP (positive institutions, positive characteristics, and positive emotions) with the antecedents, outcomes, and interventions of second language (L2) emotions (the L2EPP model). The value of the model to L2 pedagogy and research is highlighted in the context of the importance of integrating PP into the area of emotions and instructed SLA.

Motivation and Second Foreign Language Proficiency: The Mediating Role of Foreign Language Enjoyment

Inadequate research attention has been paid to the learning of a third language. For this reason, this study explores senior English major students’ learning of additional foreign languages in seven universities in Shaanxi Province, China. The study examines the relationship between the participants’ motivation and language proficiency through a questionnaire, and the collected data are analyzed using hierarchical linear regression analysis. The results identify that the participants’ instrumental and integrative motivations positively influence their second foreign language proficiency. Further analysis reveals that the connection between the participants’ motivation and language proficiency is mediated by foreign language enjoyment. These findings form the basis of our suggestions for the sustainable learning and teaching of foreign languages in universities.