Modeling the Contribution of L2 Grit and Foreign Language Teaching Enjoyment to EFL Teachers’ Loving Pedagogy

In spite of the crucial role of positive emotions in foreign language teaching, little research attention has been given to the novel concept of loving pedagogy and its predictors. Henceforth, the current study explored the role of English as a foreign language (EFL) teachers’ L2 grit and foreign language teaching enjoyment (FLTE) in predicting their dispositions toward loving pedagogy. The survey data were collected from 346 EFL teachers. The results of structural equation modelling (SEM) depicted that L2 grit and FLTE significantly contributed to EFL teachers’ dispositions toward loving pedagogy. In addition, domain-specific grit was recognized as a stronger predictor of EFL teachers’ loving pedagogy. The study implies the criticality of EFL teachers’ perseverance and enjoyment in sustaining a loving state in English language classes that can foster positive emotional state among teachers and learners alike. Finally, new directions for further research and implications were presented.