l2-grit
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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.
- PaperApplied Linguistics5 Jun 2026
L2 grit unboxed: A meta-analytic journey into L2 grit and its correlates
Tutku Başöz
This meta-analysis synthesized correlations between L2 grit and six correlates across 34 studies (N=13,068). L2 motivation was the strongest correlate (r=.58), followed by foreign language anxiety (r=-.47), while growth mindset was the weakest (r=.33).
Original abstract
As an emerging field of study within second language acquisition (SLA), the notion of grit has gained immediate relevance as it is considered to play a key role in language achievement. Although recent years have witnessed increasing attention to second language (L2) grit due to its merits in foreign/second language learning processes, a comprehensive meta-analysis synthesizing the results of all available studies on the relationship between L2 grit and its frequently associated variables is currently lacking. Therefore, the current meta-analytic study scrutinized the total mean correlation between L2 grit and six main correlates examined in the research domain: foreign language enjoyment, L2 motivation, foreign language anxiety (FLA), ideal L2 self, growth mindset, and teacher support. A total of k = 34 effect sizes were analyzed with an overall sample size of N = 13,068 in random-effects models with correlation coefficients. The findings indicated that L2 motivation is the strongest correlate of L2 grit (r = .58), indicating a large effect size. The other five variables were moderately correlated with L2 grit, with FLA (r = −.47) being the strongest correlate and growth mindset (r = .33) being the weakest correlate. Implications of these findings and directions for future research are discussed.
- PaperApplied Linguistics21 May 2026
The impact of L2 learners’ use of AI on their grit, shyness, and L2 achievements
Dae-Min Kang
A study of 122 Korean university students found that increased use of AI improved L2 grit and TOEIC scores while reducing shyness, with the greatest changes observed in intermediate proficiency learners.
Original abstract
This study looked at the long-term impact of the use of artificial intelligence (AI) on the grit, shyness, and overall language achievements of L2 English learners at different levels of proficiency. A total of 122 Korean university students participated in the study. The three research instruments consisted of L2 grit and shyness scales, the Test of English for International Communication (TOEIC), and focus group interviews. The results indicated that the learners increased their L2 grit levels and TOEIC scores and decreased their shyness levels because of the rise in AI use. Of the proficiency groups, the intermediate level group’s increases/decreases were the greatest. Further, these changes were significant. Based on the findings of the study, implications are suggested.