This preregistered comprehensive questionnaire study investigates how grit and its putative determinants non-trivially affect the effectiveness of in-class vs online L2 learning.
The selected predictors are ones singled out as of plausible import in remote learning settings, where students need to construct knowledge on their own. We used several validated scales: L2 grit scale (Teimouri et al.,2020), Language Mindsets Inventory (Lou & Noels,2017), Curiosity and Exploration Inventory-II (Kashdan et al.,2009), Autonomy scale from the Basic Psychological Need Satisfaction and Frustration Scale (Chen et al.,2015), as well as a custom-made brand-new scale of readiness for online learning measuring its two dimensions: self-directed learning and online learning motivation (Paradowski & Jelińska,under review). All scales yielded acceptable to high reliability (Cronbach's α from .75 to .89).
Multiple linear regression models basing on responses of N=773 participants from 60 countries demonstrate that perseverance of effort is determined by autonomy, motivation for remote learning, and self-directed learning (50% of variance explained; F6,203=36.48, p<.001, ηp²=.52 [.43;.57]), whereas consistency of interests depends on curiosity, autonomy, and motivation for remote learning (26PoV; F6,203=13.63, p<.001, ηp²=.29 [.18;.35]). Neither component depends on L2 mindset. L2 grit as a holistic construct in turn is the sole significant direct predictor of satisfaction with online learning.
The study significantly contributes to our understanding of factors influencing learners' L2 grit as well as the place of this construct in online-learning scenarios. The results can enable teachers to nurture the development of the crucial characteristics in their students to make language learning a pleasurable, passionate, and successful endeavour.
Reference:
Paradowski, M.B. & Jelińska, M. (under review). The predictors of L2 grit and their complex interactions in online foreign language learning.
