A Study Of The Relationships Among Senior High School Students’ L2 Grit,Foreign Language Enjoyment And English Achievement

L2 grit refers to a combination of perseverance and passion for long-term goals in language learning.English learning is a complex and lengthy process fraught with potential learning challenges and mixed emotions.Research has shown that positive personality traits and positive emotions are closely related and significantly impact on academic achievement.L2 grit is a positive personality trait that motivates learners to face difficulties head-on,and FLE is the most commonly experienced positive emotion in English class.However,few studies have linked L2 girt with FLE and explored the relationships between the two and English achievement.In addition,existing research focused on grit in the general domain,but paid insufficient attention to grit in English subject.Research mostly focused on university students,with a lack of attention to senior high school students.The present study aims to address these issues by investigating the relationships between L2 girt,FLE and English achievement among senior high school students in the context of English learning.Accordingly,this study poses the following three research questions.(1)What is the level of senior high school students’ L2 grit?(2)What is the level of senior high school students’ FLE?(3)What are the relationships among senior high school students’ L2 grit,FLE and EA?Does FLE play a mediating role between L2 grit and EA?A total of 526 senior high school students in Jiangsu Province participated in this study.The combined questionnaires,including L2-Grit scale(Teimouri et al.,2020)and Chinese version of foreign language enjoyment scale(Li et al.,2018),were administered to measure students’ L2 grit and FLE levels.Students’ midterm English examination scores were then collected.The following conclusions are drawn from the statistical analysis.Firstly,the overall level of L2 grit of high school students was moderately high,with girls having higher levels of L2 grit than boys.Secondly,most of senior high school students experienced middle-high level of FLE.Among the three sub-dimensions of FLE,FLE-teacher scored the highest,followed by the FLE-atmosphere and FLE-private.Thirdly,L2 grit,FLE and English achievement were positively correlated with each other.In addition,FLE was found to mediate the relationship between L2 grit and English achievement.Based on the results of the questionnaires,eight students were invited to be interviewed.The qualitative results further supported the quantitative findings.In light of these findings,this study puts forward some suggestions for English teaching and learning from the perspectives of teachers and students.Firstly,teachers should integrate the cultivation of L2 grit into all aspects of teaching to improve students’ability to cope with learning setbacks.Secondly,teachers should create a positive classroom atmosphere,make full use of multimedia technology and adopt diverse teaching methods to enhance students’ classroom experience.Thirdly,students should learn to change their mindset,learn to set long-term goals and break them down into small,phased goals.