motivation
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- PaperTESOL Quarterly10 Jul 2026
The Grit–Goal Relationship in Language Learning as a Dynamic Process: A Goal Self‐Concordance Perspective
Hitoshi Mikami
A mixed-method study applies the goal self-concordance framework to examine how language learning goals aligned with one's sense of self are pursued, adjusted, or abandoned, and how L2 grit relates to these processes. Findings indicate that L2 grit levels do not always correspond to attainment of self-concordant goals, and that considering multiple goal layers is crucial for understanding the grit-goal relationship.
Original abstract
Second language (L2) grit, a noncognitive ability that underlies the pursuit of language goals, has attracted growing scholarly attention. However, the grit–goal relationship—including why certain goals are set and how grittiness relates to their pursuit—remains underexplored, as L2 grit has largely been examined in relation to researcher‐selected proxies of goals. In this context, this mixed method study applied the goal self‐concordance framework (Henry, 2021) to analyze how goals aligned with one's sense of self and future direction are pursued, adjusted, and sometimes abandoned and how L2 grit relates to these processes. Questionnaire and interview data were collected from fourth‐year English majors in Japan ( N = 8) to examine how L2 grit related to their goal development histories. The findings suggest that (a) L2 grit levels do not always correspond to the attainment of self‐concordant goals and (b) attention to multiple layers of goals may be important for understanding which aspects of L2 grit are associated with the pursuit of self‐concordant goals.
- PaperELT Journal4 Jun 2026
Engaging adolescent learners in TESOL research
Asier Calzada, Agurtzane Azkarai
Examined EFL high school students acting as co-researchers in a TESOL project, finding they perceived technology integration as enhancing vocabulary learning and motivation. Students found the methodology manageable but struggled with sourcing literature, and expressed hope the project would benefit their future studies.
Original abstract
In the past years there have been calls in language education to engage in more inclusive research practices that also treat research subjects as co-researchers. This article focuses on a group of EFL learners who acted as researchers and developed a TESOL research project as part of their high school education. The present study describes their journey through this process, examining their initial beliefs towards research in TESOL and meaningful learning tasks, alongside their general opinions regarding this project. The findings indicated that these student researchers perceived the integration of technology into pedagogical tasks as a way to enhance EFL vocabulary learning and motivation. They considered the methodological part of the project manageable but reported difficulties in sourcing relevant literature. Overall, they were hopeful that their project would benefit other students and become an asset in their future studies.