Language-specific grit: exploring psychometric properties, predictive validity, and differences across contexts

Sudina, Ekaterina; Brown, Jason W.; Datzman, Brien; Oki, Yukiko; Song, Katherine; Cavanaugh, Robert; Thiruchelvam, Bala; Plonsky, Luke

doi:10.1080/17501229.2020.1802468

Cited by 50 publications

(63 citation statements)

References 49 publications

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“…While previous studies have investigated links between grit, FLE, and FLCA, all of which are influential in learners' achievements (cf. Botes et al, 2020b;Lee, 2020;Li, 2020;Sudina et al, 2021), its links to the same learner emotions in ERT settings have not been investigated. This is crucial due to the context-specificity of both FLE and FLCA (see, e.g., Resnik & Dewaele, 2020).…”

Section: Introductionmentioning

confidence: 99%

Language Learning in Crisis Mode: The Connection Between LX Grit, Trait Emotional Intelligence and Learner Emotions

Resnik

Moskowitz

Panicacci

2021

JPLL

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When COVID-19 was declared a pandemic, the education sector soon faced the unprecedented challenge of moving courses online within no time. The rapid implementation of emergency remote teaching (ERT) led to students and teachers alike being thrown into an emotional terra incognita. This paper sets out to explore if foreign language (LX) grit, learners’ passion and perseverance for LX learning, is a predictor of learners’ foreign language enjoyment (FLE) and their foreign language anxiety (FLCA) in LX classes taught remotely due to COVID-19. Additionally, the role of trait emotional intelligence (TEI) in mediating the connections between LX grit, FLE, and FLCA is investigated. With a web survey, data were collected from 481 English as a Foreign Language (EFL) learners in Europe. Regression analyses indicated that LX grit was a reliable predictor of FLE and TEI. TEI functioned as a partial mediator in the model, explaining a significant proportion of variance (14.3%) in FLE scores. Thus, grittier students, who were also more emotionally intelligent, reported enjoying their English classes more. LX grit was also shown to be a reliable predictor of FLCA. In this case, TEI functioned as a full mediator in the model, explaining 22.5% of the variance in FCLA scores. Therefore, lower TEI scores were linked to higher levels of FLCA. Less gritty EFL learners scored lower on TEI, which consequently determined higher levels of FLCA. Data from two open-ended questions revealed that particularly enjoyable or anxiety-provoking episodes during ERT were similar among all learners. While positive group dynamics, teachers’ forgiving nature and easy-going disposition, humor as well as the innovative use of technology were mentioned as common factors boosting their FLE, speaking in front of strangers, overwhelming workload and technology-related aspects were frequently mentioned sources of anxiety.

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Section: Introductionmentioning

confidence: 99%

Language Learning in Crisis Mode: The Connection Between LX Grit, Trait Emotional Intelligence and Learner Emotions

Resnik

Moskowitz

Panicacci

2021

JPLL

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“…We adopted a LCFA-CFM approach to, first, check the factor structure of L2 grit over time. The scale has been recently developed by Teimouri et al (2020) and validated by the same researchers as well as Sudina et al (2020) through traditional statistical approaches such as PCA using direct oblimin rotation and confirmatory factor analysis. They also ran a set of standard multiple regression analyses to examine the associations between L2 grit and other personality constructs.…”

Section: Discussionmentioning

confidence: 99%

“…They have provided initial proof for the reliability and validity of the construct in SLA. Also, very recently, Sudina et al (2020) have built on Teimouri et al's work of research to further examine the psychometrics of the L2 grit scale through exploratory and confirmatory factor analyses as well as comparing L2 learners' grit in EFL and ESL contexts. It is evident that the existing research about grit in L2 learning domain is still in its infancy and there are certain controversies about L2 learners' grit definition, measurement, antecedents, and outcomes.…”

Section: Introductionmentioning

confidence: 99%

L2 Grit

Shirvan

Taherian

Yazdanmehr

2021

Stud Second Lang Acquis

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Given the longitudinal nature of L2 grit, the use of conventional research methodologies with cross-sectional data to examine the validity of L2 grit scale seems inadequate. The present research was an attempt to extend the domain-specific phase of research on L2 grit, with the pursuit of long-term goals at its core, into a dynamic one. Thus, we adopted a longitudinal confirmatory factor analysis-curve of factors model (LCFA-CFM) approach to trace changes in L2 learners’ grit at different points of time in an EFL course. LCFA-CFM ensures measurement invariance over time, deals with second-order latent variables, takes into account measurement errors, and is capable of assessing interindividual differences. With this in mind, we, first, employed LCFA to test the factor invariance of L2 grit based on a bifactor CFA model over time and, second, used CFM to measure change of L2 grit during an L2 course. To do so, we collected data from 437 adult EFL learners in Iran in four time phases using the L2 grit scale and analyzed them using Mplus 7.4. The model fit was accepted and invariance of the latent factor of L2 grit was confirmed over time. Also, the negative covariance between initial level of L2 grit and its rate of change over time (second-order latent variables) suggested a steeper increase in the construct over time for learners with lower initial scores of the construct. That is, L2 learners who started at a higher level of L2 grit experienced less change in L2 grit over time. The LCFA-CFM ensured that the factor structure of L2 grit is invariant over time and provided insights into how L2 grit changes over an L2 course.

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“…These inconclusive results attested to the fact that an L2-specific grit scale was needed to act as a more accurate measurement of success in an L2 environment ( Sudina et al, 2020 ). Consequently, Teimouri et al (2020) developed the L2 grit scale to measure the domain-specific grit in SLA.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Also, Sudina et al (2020) investigated the factor structure of the L2 grit scale designed by Teimouri et al (2020) through exploratory factor analysis, confirmatory factor analysis (CFA), and multiple regression analysis. They showed that the L2 grit scale enjoyed a sufficient internal consistency.…”

Section: Literature Reviewmentioning

confidence: 99%

Perseverance of Effort and Consistency of Interest: A Longitudinal Perspective

2021

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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.

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Language-specific grit: exploring psychometric properties, predictive validity, and differences across contexts

Cited by 50 publications

References 49 publications

Language Learning in Crisis Mode: The Connection Between LX Grit, Trait Emotional Intelligence and Learner Emotions

Language Learning in Crisis Mode: The Connection Between LX Grit, Trait Emotional Intelligence and Learner Emotions

L2 Grit

Perseverance of Effort and Consistency of Interest: A Longitudinal Perspective

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