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Article published In: ITL - International Journal of Applied Linguistics
Vol. 172:2 (2021) ► pp.161–198

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Language learning grit, achievement, and anxiety among L2 and L3 learners in Russia

 | Northern Arizona University
ORCiD logo with link | Northern Arizona University
Published online: 11 September 2020
DOI logo with link
https://doi.org/10.1075/itl.20001.sud
Abstract
Although most research into grit – an individual difference that encompasses perseverance and passion for achieving long-term goals – has taken a domain-general perspective (e.g., Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 921, 1087–1101. Google Scholar logo with link to Google Scholar), emerging interest in a domain-specific approach to grit (e.g., Clark, K. N., & Malecki, C. K. (2019). Academic Grit Scale: Psychometric properties and associations with achievement and life satisfaction. Journal of School Psychology, 721, 49–66. Google Scholar logo with link to Google Scholar) provides the groundwork for research into language learning grit. Expanding upon this nascent line of research (e.g., Teimouri, Y., Plonsky, L., & Tabandeh, F. (in press). L2 grit: Passion and perseverance for second-language learning. Language Teaching Research, 1–26. ), this exploratory study supports a two-dimensional factor structure of language learning grit and, given the superior criterion validity of the perseverance of effort (PE) grit subscale comparable to foreign language anxiety with regard to second (L2) and third (L3) language achievement and self-rated proficiency among 153 Russian undergraduates, a reconceptualization of – and further research into – grit as a language-domain-specific construct in second language acquisition (SLA).
Article outline
  • Literature review
    • Grit
    • Grit in SLA
    • L2 anxiety
    • The Russian context
    • The present study
  • Method
    • Participants
    • Instruments
      • Background and self-assessment questionnaire
      • General Grit Scale
      • L2/L3-Grit Scale
      • L2/L3 Anxiety Scale
    • Procedure
    • Analysis
  • Results
    • Construct validity: Factor analysis
    • Reliability
    • Concurrent and discriminant validity
    • Criterion-related validity
  • Discussion
    • Limitations and suggestions for future research
  • Conclusion
  • Acknowledgements
  • Notes
  • References
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2023. Kitartás és érdeklődés a nyelvtanulásban. Magyar Pedagógia 123:1 ► pp. 3 ff. DOI logo
Hejazi, S. Yahya & Majid Sadoughi
2023. How does teacher support contribute to learners’ grit? The role of learning enjoyment. Innovation in Language Learning and Teaching 17:3 ► pp. 593 ff. DOI logo
Jiang, Peijun, Ehsan Namaziandost, Zeinab Azizi & Mohammad Hasan Razmi
2023. Exploring the effects of online learning on EFL learners’ motivation, anxiety, and attitudes during the COVID-19 pandemic: a focus on Iran. Current Psychology 42:3 ► pp. 2310 ff. DOI logo
Kırmızı, Özkan, Aydan Irgatoğlu & Erkan Hasan Atalmış
2023. Examining the Interplay Between Growth and Fixed Mindsets, L2 Grit, and L2 Motivational Self-System of L2 Learners. Sage Open 13:4 DOI logo
Liu, Li, Jalil Fathi, Seyyed Pedram Allahveysi & Kimia Kamran
2023. A model of teachers’ growth mindset, teaching enjoyment, work engagement, and teacher grit among EFL teachers. Frontiers in Psychology 14 DOI logo
Solhi, Mehdi, Ali Derakhshan & Büşra Ünsal
2023. Associations between EFL students’ L2 grit, boredom coping strategies, and emotion regulation strategies: a structural equation modeling approach. Journal of Multilingual and Multicultural Development ► pp. 1 ff. DOI logo
Wu, Wangjiao, Yabing Wang & Ruifang Huang
2023. Teachers matter: Exploring the impact of perceived teacher affective support and teacher enjoyment on L2 learner grit and burnout. System 117 ► pp. 103096 ff. DOI logo
Cui, Tianxue & Yanchao Yang
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 DOI logo
Heydarnejad, Tahereh, Sayed M. Ismail, Goodarz Shakibaei & Abdulbaset Saeedian
2022. Modeling the impact of L2 grit on EFL learners’ core of self-assessment and foreign language anxiety. Language Testing in Asia 12:1 DOI logo
Hu, Xiaoyu, Gurnam Kaur Sidhu & Xin Lu
2022. Relationship Between Growth Mindset and English Language Performance Among Chinese EFL University Students: The Mediating Roles of Grit and Foreign Language Enjoyment. Frontiers in Psychology 13 DOI logo
Jalilzadeh, Kaveh, Azizeh Chalak & Alireza Sabzehparvar
2022. Cross-cultural Study of Grit among Iranian, Turkish, and Iraqi EFL Learners. Journal of Contemporary Language Research 1:2 ► pp. 42 ff. DOI logo
TEIMOURI, YASSER, FARHAD TABANDEH & SOMAYEH TAHMOURESI
2022. The Hare and the Tortoise: The Race on the Course of L2 Learning. The Modern Language Journal 106:4 ► pp. 764 ff. DOI logo
Wang, Minqi, Hui Wang & Yan Shi
2022. The role of English as a foreign language learners’ grit and foreign language anxiety in their willingness to communicate: Theoretical perspectives. Frontiers in Psychology 13 DOI logo
Khajavy, Gholam Hassan, Peter D. MacIntyre & Jamal Hariri
2021. A CLOSER LOOK AT GRIT AND LANGUAGE MINDSET AS PREDICTORS OF FOREIGN LANGUAGE ACHIEVEMENT. Studies in Second Language Acquisition 43:2 ► pp. 379 ff. DOI logo
SUDINA, EKATERINA & LUKE PLONSKY
2021. Academic Perseverance in Foreign Language Learning: An Investigation of Language‐Specific Grit and Its Conceptual Correlates. The Modern Language Journal 105:4 ► pp. 829 ff. DOI logo
Sudina, Ekaterina & Luke Plonsky
2024. The effects of frequency, duration, and intensity on L2 learning through Duolingo. Journal of Second Language Studies 7:1 ► pp. 1 ff. DOI logo
Демишкевич, Елена Владимировна, Кузина, Оксана Александровна & Найденова, Татьяна Петровна
2021. Learning Russian as a foreign language while working with a dictionary. Management of Education :5(45) ► pp. 52 ff. DOI logo

This list is based on CrossRef data as of 30 march 2026. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

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