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Abstract
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Second language (L2) acquisition is a complex and dynamic process influenced by various cognitive, emotional, and social factors. Over the years, considerable research has sought to understand the mechanisms that enhance or hinder L2 learning success, particularly in educational settings. While traditional factors such as intelligence, aptitude, and motivation have been widely studied, thanks to the popularity and aspirations gained from the Positive Psychology within second language teaching research (MacIntyre & Mercer, 2014; Dewaele et al., 2019), recent research has turned to non-cognitive traits. In this regard, the relationship between the two constructs of grit and academic emotions has gained attention in relation to their significant impact on student engagement. Grit is crucial for maintaining effort and focus despite challenges. Academic emotions, on the other hand, encompass the range of emotions learners experience in academic settings, influencing motivation, engagement, and performance (Pekrun et al., 2002). Grit has been expected to explain why some EFL learners persist in the face of difficulties while others do not (Duckworth et al., 2007). Grit, defined as “perseverance and passion for long-term goals” (Duckworth et al., 2007), has been shown to predict academic achievement, willingness to communicate (WTC) and emotions in second language learning environment (Zhao &Wang, 2023). However, the mechanisms through which grit influences language learning outcomes remain unclear. Academic emotions such as enjoyment, anxiety, and boredom, on the other hand, play a central role in the language learning process. Positive emotions like enjoyment can enhance motivation and engagement, while negative emotions such as anxiety may undermine a learner’s willingness to participate or invest cognitive resources in language tasks (Pekrun, et al., 2011). The emotional experiences of language learners can mediate the relationship between grit and engagement, either a
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