Developing an Iranian ELT Context-Specific Grit Instrument

Abstract

Grit as an interesting and significant topic in psychology has been associated with better study habits and higher grades through perseverance and passion for long term goals. The only available measurement instrument of grit (Duckworth et al. in J Personal Soc Psychol 92:1087-1101, 2007) is general both in terms of its subject matter and context. Thus, this study aims to develop and validate an English as a foreign language (EFL) grit instrument whose items are specific to EFL context to obtain a more detailed view of its components for Iranian EFL learners, and to tap on other grit related factors in the EFL context. A four component model of EFL grit was developed through reviewing the existing literature and exploring EFL experts' perspectives. This tentative theoretical model of EFL grit encompasses overarching construct of effort including the following main components: Trying hard to learn English (THLE) having interest in learning English (ILE) practicing a lot in order to learn English (PLE) and having goal for learning English (HGLE). The model was then cross checked against the results of the interviews, and evolved into a scenario-based, 5 point Likert-scale EFL grit instrument. It was later operationalized by an instrument consisting of 26 items, i.e. 6 items for each component plus 2 items for themes 1 and 3. The piloting and testing of the tentative model through exploratory and confirmatory data analyses on a sample of 306 EFL learners indicated the reliability of 0.833 and an acceptable validity. The findings called for a more meaningful interpretation of the concept of grit in relation to Iranian EFL context and offered new insights for higher education administrators considering student academic performance.

A Closer Look at Grit and Language Mindset as Predictors of Foreign Language Achievement

“…Findings showed that none of the grit subscales were related to vocabulary reading test, however, a positive relation was found between COI and vocabulary test. Ebadi et al (2018) developed an L2-specific grit scale with 26 items. After running exploratory factor analysis and confirmatory factor analysis, researchers came up with a four-factor model of L2 grit with 15 items.…”

“…These two noncognitive factors have recently attracted the attention of L2 researchers (Banse & Palacios, 2018;Ebadi et al, 2018;Feng & Papi, 2020;Lou & Noels, 2017a;Mercer & Ryan, 2009;Sudina & Plonsky, 2020;Teimouri et al, 2020;Wei et al, 2019), though the number of studies is scant and further research is required to deepen our understanding of the role of these two factors in L2 learning context. Several studies have indicated that people with different language mindsets have different goals for language learning and experience different levels of anxiety (Lou & Noels, 2016, 2017a.…”

Beyond Passion and Perseverance: Review and Future Research Initiatives on the Science of Grit

“…Similarly, school-specific grit incrementally predicts academic achievement beyond the influence of domain-general grit and gender (Cormier et al, 2019). Other researchers have developed and validated domain-specific grit scales for foreign language learning (Ebadi et al, 2018). Yet, it is evident that except for the study of Ebadi et al (2018), existing studies primarily focused on the consequences of domain-specific grit in Western societies (e.g., United States).…”

“…Other researchers have developed and validated domain-specific grit scales for foreign language learning (Ebadi et al, 2018). Yet, it is evident that except for the study of Ebadi et al (2018), existing studies primarily focused on the consequences of domain-specific grit in Western societies (e.g., United States). Addressing this methodological grit entails exploring the role of domainspecific grit in non-Western and collectivist contexts to provide evidence about the cross-cultural applicability of grit in various cultural settings.…”

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

“…As a result, mastery of the role of grit deals with new standpoints for higher teaching supervisors when bearing in mind the students’ academic presentation. Grit is a disposition attribute that can be fostered and taught to scholars ( Ebadi et al, 2018 ). Higher academic administrators can improve grit in students by providing chances to undertake long-term purposes worthy of learners’ determination and providing a demanding and compassionate setting to accomplish their objectives.…”