Revisiting the Relationship between L2 Grit and EFL Learners' Willingness to Communicate

Nana Guo

doi:10.47297/wspiedWSP2516-250011.20240811

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Revisiting the Relationship between L2 Grit and EFL Learners' Willingness to Communicate

Volume 8, Issue 11

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Revisiting the Relationship between L2 Grit and EFL Learners' Willingness to Communicate
Revisiting the Relationship between L2 Grit and EFL Learners' Willingness to Communicate
College of Education, De La Salle University, 2401 Taft Avenue, 0922Manila, Philippines
Vol. 8, Issue 11, Pages: 66-72(2024)
Published： 27 November 2024 ，
DOI：10.47297/wspiedWSP2516-250011.20240811
Accepted：

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Guo Nana.Revisiting the Relationship between L2 Grit and EFL Learners' Willingness to Communicate[J].Journal of International Education and Development,2024,08(11):66-72.
DOI：

Guo Nana.Revisiting the Relationship between L2 Grit and EFL Learners' Willingness to Communicate[J].Journal of International Education and Development,2024,08(11):66-72. DOI： 10.47297/wspiedWSP2516-250011.20240811.

摘要

Abstract

This study explores how grit impacts willingness to communicate (WTC) in second language (L2) learning

both directly and indirectly. Findings indicate that higher grit positively impacts WTC

as it fosters resilient attitudes toward language learning challenges. Additionally

affective factors such as foreign language enjoyment (FLE) and foreign language anxiety (FLA) mediate this relationship. The study underscores the importance of grit in promoting communicative engagement in L2 acquisition

with implications for educational strategies that support sustained motivation and positive affective experiences in language learning.

关键词

Keywords

L2 GritWillingness to Communicate (WTC)Second Language Acquisition (SLA)Structural Equation Modeling (SEM)

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