The rise and evolution of L2 grit in SLA: A bibliometric review of key themes and future trends (2016–2024)
DOI:
https://doi.org/10.54475/jlt.2025.010Keywords:
second language acquisition, L2 grit, grit, CiteSpace, visual analysis, positive psychologyAbstract
As a core concept in positive psychology, “grit” has recently gained significant attention within the field of second language learning. Despite a growing number of studies, there has been a lack of a systematic overview of this area’s overall development, key themes, and future trends. To provide a clear picture of the research landscape, this study comprehensively reviewed 121 core academic articles published between 2016 and 2024. Our analysis shows that research on L2 grit has evolved through three distinct stages: initial exploration, rapid growth, and diversification. Currently, research primarily focuses on four key areas: the definition and measurement of grit, its relationship with academic achievement and willingness to communicate, and its role in online learning environments. This study suggests future directions in cross-cultural comparison, long-term vertical tracking and pedagogical interventions, so as to further reveal the dynamic mechanism of grit in diverse language learning situations, and provide theoretical support and empirical basis for L2 teaching practice.
References
Alamer, A. (2021). Grit and language learning: Construct validation of L2-Grit scale and its relation to later vocabulary knowledge. Educational Psychology, 41(5), 544–562. https://doi.org/10.1080/01443410.2020.1867076 DOI: https://doi.org/10.1080/01443410.2020.1867076
Alrabai, F. (2024). Modeling the relationship between classroom emotions, motivation, and learner willingness to communicate in EFL: Applying a holistic approach of positive psychology in SLA research. Journal of Multilingual and Multicultural Development, 45(7), 2465–2483. https://doi.org/10.1080/01434632.2022.2053138 DOI: https://doi.org/10.1080/01434632.2022.2053138
Altıntaş, G. & Kutluca Canbulat, A. N. (2024). An examination of immigrant primary school students’ attitudes towards learning the target language: The role of subjective well-being at school and academic grit. International Journal of Intercultural Relations, 98, 101929. https://doi.org/10.1016/j.ijintrel.2023.101929 DOI: https://doi.org/10.1016/j.ijintrel.2023.101929
Bensalem, E., Thompson, A. S. & Alenazi, F. (2023). The role of grit and enjoyment in EFL learners’ willingness to communicate in Saudi Arabia and Morocco: A cross-cultural study. Journal of Multilingual and Multicultural Development, 46(3), 749–764. https://doi.org/10.1080/01434632.2023.2200750 DOI: https://doi.org/10.1080/01434632.2023.2200750
Botes, E., Azari Noughabi, M., Amirian, S. M. R. & Greiff, S. (2024). New wine in new bottles? L2 Grit in comparison to domain-general Grit, Conscientiousness, and Cognitive Ability as a predictor of language learning. Journal of Multilingual and Multicultural Development, 1–16. https://doi.org/10.1080/01434632.2023.2294120 DOI: https://doi.org/10.1080/01434632.2023.2294120
Calafato, R. (2024). The moderating effect of multilingualism on the relationship between EFL learners’ grit, enjoyment, and literacy achievement. International Journal of Bilingualism. 29, 255–268. https://doi.org/10.1177/13670069231225729 DOI: https://doi.org/10.1177/13670069231225729
Choi, E.-Y. & Lee, J. H. (2023). An exploratory study on the relationships between positive emotions and target language vocabulary knowledge. Oxford Review of Education, 50(4), 517--532. https://doi.org/10.1080/03054985.2023.2246885 DOI: https://doi.org/10.1080/03054985.2023.2246885
Credé, M., Tynan, M. C. & Harms, P. D. (2017). Much ado about grit: A meta-analytic synthesis of the grit literature. Journal of Personality and Social Psychology, 113(3), 492–511. https://doi.org/10.1037/pspp0000102 DOI: https://doi.org/10.1037/pspp0000102
Cui, T. & Yang, Y. (2022). Social relationships and grit in English as a foreign language learning among high school students: A three-wave longitudinal study. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1038878 DOI: https://doi.org/10.3389/fpsyg.2022.1038878
Derakhshan, A. & Fathi, J. (2024). Grit and Foreign Language Enjoyment as Predictors of EFL Learners’ Online Engagement: The Mediating Role of Online Learning Self-efficacy. The Asia-Pacific Education Researcher, 33(4), 759–769. https://doi.org/10.1007/s40299-023-00745-x DOI: https://doi.org/10.1007/s40299-023-00745-x
Derakhshan, A., Solhi, M. & Azari Noughabi, M. (2023). An investigation into the association between student-perceived affective teacher variables and students’ L2-Grit. Journal of Multilingual and Multicultural Development, 46(3), 798–814. https://doi.org/10.1080/01434632.2023.2212644 DOI: https://doi.org/10.1080/01434632.2023.2212644
Dewaele, J.-M. (2012). Personality: Personality Traits as Independent and Dependent Variables (pp. 42–57). https://doi.org/10.1057/9781137032829_4 DOI: https://doi.org/10.1057/9781137032829_4
Duckworth, A. & Gross, J. J. (2014). Self-control and grit: Related but separable determinants of success. Current Directions in Psychological Science, 23(5), 319–325. https://doi.org/10.1177/0963721414541462 DOI: https://doi.org/10.1177/0963721414541462
Duckworth, Angela L., Peterson, C., Matthews, M. D. & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087–1101. https://doi.org/10.1037/0022-3514.92.6.1087 DOI: https://doi.org/10.1037/0022-3514.92.6.1087
Duckworth, Angela Lee & Quinn, P. D. (2009). Development and validation of the short grit scale (Grit–S). Journal of Personality Assessment, 91(2), 166–174. https://doi.org/10.1080/00223890802634290 DOI: https://doi.org/10.1080/00223890802634290
Ebadi, S., Weisi, H. & Khaksar, Z. (2018). Developing an Iranian ELT context-specific grit instrument. Journal of Psycholinguistic Research, 47(4), 975–997. https://doi.org/10.1007/s10936-018-9571-x DOI: https://doi.org/10.1007/s10936-018-9571-x
Ebn-Abbasi, F. & Nushi, M. (2022). EFL learners’ grit, classroom enjoyment and their willingness to communicate: Iranian public school versus private English language institute learners. Asian-Pacific Journal of Second and Foreign Language Education, 7(1). https://doi.org/10.1186/s40862-022-00150-9 DOI: https://doi.org/10.1186/s40862-022-00150-9
Estevez, G., O’Neal, C. & Cerrato, S. (2023). Impact of stress on later academic engagement among emergent bilingual students: Grit and academic support as protective factors. School Psychology Review, 54(2), 170–183. https://doi.org/10.1080/2372966x.2023.2201688 DOI: https://doi.org/10.1080/2372966X.2023.2201688
Fathi, J. & Hejazi, S. Y. (2024). Ideal L2 self and foreign language achievement: The mediating roles of L2 grit and foreign language enjoyment. Current Psychology, 43(12), 10606–10620. https://doi.org/10.1007/s12144-023-05187-8 DOI: https://doi.org/10.1007/s12144-023-05187-8
Fathi, J., Pawlak, M., Saeedian, S. & Ghaderi, A. (2024). Exploring factors affecting foreign language achievement: The role of growth mindset, self-efficacy, and L2 grit. Language Teaching Research. https://doi.org/10.1177/13621688241227603 DOI: https://doi.org/10.1177/13621688241227603
Giordano, M. J. (2019). Grit and intrinsic motivation for language learning: Instrument validation using the Rasch model. Shiken, 23(2), 28-42.
Hejazi, S. Y. & Sadoughi, M. (2022). How does teacher support contribute to learners’ grit? The role of learning enjoyment. Innovation in Language Learning and Teaching, 17(3), 593–606. https://doi.org/10.1080/17501229.2022.2098961 DOI: https://doi.org/10.1080/17501229.2022.2098961
Hosseini, H. M., Derakhshesh, A., Fathi, J. & Mehraein, S. (2023). Examining the relationships between mindfulness, grit, academic buoyancy and boredom among EFL learners. Social Psychology of Education, 27(3), 1357–1386. https://doi.org/10.1007/s11218-023-09860-5 DOI: https://doi.org/10.1007/s11218-023-09860-5
Khajavy, G. H., MacIntyre, P. D. & Hariri, J. (2021). A closer look at Grit and language mindset as predictors of foreign language achievement. Studies in Second Language Acquisition, 43(2), 379–402. https://doi.org/10.1017/s0272263120000480 DOI: https://doi.org/10.1017/S0272263120000480
Lee, J. S. & Chen Hsieh, J. (2019). Affective variables and willingness to communicate of EFL learners in in-class, out-of-class, and digital contexts. System, 82, 63–73. https://doi.org/10.1016/j.system.2019.03.002 DOI: https://doi.org/10.1016/j.system.2019.03.002
Lee, J. S. & Drajati, N. A. (2019). Affective variables and informal digital learning of English: Keys to willingness to communicate in a second language. Australasian Journal of Educational Technology. https://doi.org/10.14742/ajet.5177 DOI: https://doi.org/10.14742/ajet.5177
Lee, J. S. & Lee, K. (2019). Affective factors, virtual intercultural experiences, and L2 willingness to communicate in in-class, out-of-class, and digital settings. Language Teaching Research, 24(6), 813–833. https://doi.org/10.1177/1362168819831408 DOI: https://doi.org/10.1177/1362168819831408
Li, C. & Yang, Y. (2024). Domain-general grit and domain-specific grit: conceptual structures, measurement, and associations with the achievement of German as a foreign language. International Review of Applied Linguistics in Language Teaching, 62(4), 1513–1537. https://doi.org/10.1515/iral-2022-0196 DOI: https://doi.org/10.1515/iral-2022-0196
Liu, C., He, J., Ding, C., Fan, X., Hwang, G.-J. & Zhang, Y. (2021). Self-oriented learning perfectionism and English learning burnout among EFL learners using mobile applications: The mediating roles of English learning anxiety and grit. Learning and Individual Differences, 88, 102011–102011. https://doi.org/10.1016/j.lindif.2021.102011 DOI: https://doi.org/10.1016/j.lindif.2021.102011
Liu, E., Wang, J. & Bai, S. (2022). Validation of L2 grit among Chinese EFL high school students and its enduring effect on achievements: A bifactor model approach. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.971495 DOI: https://doi.org/10.3389/fpsyg.2022.971495
Liu, H., Li, X. & Yan, Y. (2023). Demystifying the predictive role of students’ perceived foreign language teacher support in foreign language anxiety: The mediation of L2 grit. Journal of Multilingual and Multicultural Development, 46(4), 1095–1108. https://doi.org/10.1080/01434632.2023.2223171 DOI: https://doi.org/10.1080/01434632.2023.2223171
MacIntyre, P. D. & Khajavy, G. H. (2021). Grit in second language learning and teaching: introduction to the special issue. Journal for the Psychology of Language Learning, 3(2), 1–6. https://doi.org/10.52598/jpll/3/2/1 DOI: https://doi.org/10.52598/jpll/3/2/1
Mohammed, D. J. M., Mohammadzadeh, B. & Kılıç, Y. (2022). Examining the effects of stroke on students’ L2-grit levels in an EFL context: A case of Northern Iraq. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1067901 DOI: https://doi.org/10.3389/fpsyg.2022.1067901
Pawlak, M., Fathi, J. & Kruk, M. (2024). The domain-specific grammar grit questionnaire: a cross-cultural validation study. Journal of Multilingual and Multicultural Development, 1–16. https://doi.org/10.1080/01434632.2024.2322692 DOI: https://doi.org/10.1080/01434632.2024.2322692
Perkins-Gough, D., (2013) The significance of grit: A conversation with Angela Lee Duckworth, Educational Leadership,71(1), 14-20.
Sudina, E. & Plonsky, L. (2021a). Academic perseverance in foreign language learning: An investigation of language‐specific grit and its conceptual correlates. The Modern Language Journal, 105(4), 829–857. https://doi.org/10.1111/modl.12738 DOI: https://doi.org/10.1111/modl.12738
Sudina, E. & Plonsky, L. (2021b). Language learning grit, achievement, and anxiety among L2 and L3 learners in Russia. ITL - International Journal of Applied Linguistics, 172(2), 161–198. https://doi.org/10.1075/itl.20001.sud DOI: https://doi.org/10.1075/itl.20001.sud
Sun, J. (2022). Grit and resilience as predictors of creativity among Chinese English as a foreign language teachers. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.923313 DOI: https://doi.org/10.3389/fpsyg.2022.923313
Sun, Z. & Mu, B. (2023). Motivating online language learning: Exploring ideal L2 self, grit, and self-efficacy in relation to student satisfaction. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1293242 DOI: https://doi.org/10.3389/fpsyg.2023.1293242
Tang, L. & Zhu, X. (2024). Academic self-efficacy, grit, and teacher support as predictors of psychological well-being of Chinese EFL students. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1332909 DOI: https://doi.org/10.3389/fpsyg.2023.1332909
Teimouri, Y., Plonsky, L. & Tabandeh, F. (2020). L2 grit: Passion and perseverance for second-language learning. Language Teaching Research, 26(5), 893–918. https://doi.org/10.1177/1362168820921895 DOI: https://doi.org/10.1177/1362168820921895
Teimouri, Y., Sudina, E. & Plonsky, L. (2021). On domain-specific conceptualization and measurement of grit in L2 learning. Journal for the Psychology of Language Learning, 3(2), 156–164. https://doi.org/10.52598/jpll/3/2/10 DOI: https://doi.org/10.52598/jpll/3/2/10
Wang, Liang. (2021). The role of students’ self-regulated learning, grit, and resilience in second language learning. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.800488 DOI: https://doi.org/10.3389/fpsyg.2021.800488
Wang, Linlin & Hindman, A. (2023). Fifth-grade multilingual learners’ emotional capital, approaches to learning, and reading achievement. Literacy Research and Instruction, 63(4), 321–341. https://doi.org/10.1080/19388071.2023.2208178 DOI: https://doi.org/10.1080/19388071.2023.2208178
Wei, H., Gao, K. & Wang, W. (2019). Understanding the relationship between grit and foreign language performance among middle school students: The roles of foreign language enjoyment and classroom environment. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.01508 DOI: https://doi.org/10.3389/fpsyg.2019.01508
Wei, R., Liu, H. & Wang, S. (2020). Exploring L2 grit in the Chinese EFL context. System, 93, 102295. https://doi.org/10.1016/j.system.2020.102295 DOI: https://doi.org/10.1016/j.system.2020.102295
Wicaksono, B. H., Ismail, S. M., Sultanova, S. A. & Abeba, D. (2023). I like language assessment: EFL learners’ voices about self-assessment, self-efficacy, grit tendencies, academic resilience, and academic demotivation in online instruction. Language Testing in Asia, 13(1), 1–18. https://doi.org/10.1186/s40468-023-00252-2 DOI: https://doi.org/10.1186/s40468-023-00252-2
Xu, L., Wang, Z., Tao, Z. & Yu, C. (2022). English-learning stress and performance in Chinese college students: A serial mediation model of academic anxiety and academic burnout and the protective effect of grit. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1032675 DOI: https://doi.org/10.3389/fpsyg.2022.1032675
Yang, Y., Cui, Y. & Yao, S. (2024). Teacher support, grit and L2 willingness to communicate: The mediating effect of foreign language enjoyment. BMC Psychology, 12(1). https://doi.org/10.1186/s40359-024-01877-5 DOI: https://doi.org/10.1186/s40359-024-01877-5
Yu, X. & Ma, J. (2024). Modelling the predictive effect of enjoyment on willingness to communicate in a foreign language: the chain mediating role of growth mindset and grit. Journal of Multilingual and Multicultural Development, 1–18. https://doi.org/10.1080/01434632.2023.2300351 DOI: https://doi.org/10.1080/01434632.2023.2300351
Zhao, X. & Wang, D. (2023). Grit in second language acquisition: A systematic review from 2017 to 2022. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1238788 DOI: https://doi.org/10.3389/fpsyg.2023.1238788
Zhao, X. & Wang, D. (2024). Domain-specific L2 grit, anxiety, boredom, and enjoyment in online Chinese learning. The Asia-Pacific Education Researcher, 33(4), 783–794. https://doi.org/10.1007/s40299-023-00777-3 DOI: https://doi.org/10.1007/s40299-023-00777-3
Zhou, G. (2023). Testing a mediation model of teacher caring, grit, and student wellbeing in English as a foreign language students. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1260827 DOI: https://doi.org/10.3389/fpsyg.2023.1260827
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Journal of Language Teaching
This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
