L2 Grit and Its Association with Online Learning Engagement and Interaction Strategies: A Structural Equation Model

Although grit has been an important individual factor contributing to learning, studies are limited regarding second/foreign language (L2) specific grit. Additionally, most approached it without disentangling the differential role of its two dimensions, and the context was restricted in traditional face-to-face language learning. It remains unknown the factor structure of L2 grit in the online learning context or how its two dimensions influence interaction strategies and engagement. The present study aims to fill the above gaps. Four hundred and twelve Chinese English-as-a-Foreign-Language learners from two language-oriented universities completed a cross-sectional survey measuring their L2 grit, online English learning engagement, interaction strategies, and language proficiency (scores of the previous semester). Confirmatory factor analysis confirmed the superiority of the two-factor structure of L2 grit over the one-factor structure. Structural equation modeling results suggested the significant contribution of persistence of effort on behavioral, cognitive, and emotional engagement as well as writing and responding interaction strategies while consistency of interest was only related to behavioral engagement and responding strategy. Such findings still held with language proficiency controlled for as a covariate. This study confirmed the necessity of disentangling dimensions of L2 grit and supported the relative importance of persistence of effort, as opposed to consistency of interest, in students’ online strategy use and engagement.