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Background <p>L2 grit, self-assessment, motivation, and willingness to communicate (WTC) are essential psychological and affective factors influencing English as a Foreign Language (EFL) learners’ success. Previous research has examined these factors individually; however, the complex interrelationships among them, particularly the mediating role of self-assessment, remain underexplored. Using a quantitative research design, this study employed structural equation modeling (SEM) to analyze how L2 grit associates with motivation and WTC, with self-assessment serving as a mediating variable.</p> Methods <p>Data were collected from 356 Iranian EFL learners at intermediate and advanced levels using four validated scales: the L2 Grit Scale, Motivation Questionnaire, Core Self-Evaluation Scale, and WTC Scale. SEM was employed to analyze the direct and indirect associations involving L2 grit, motivation, and WTC, while exploring the potential mediating role of self-assessment.</p> Results <p>The SEM analysis indicated a positive association between L2 grit and motivation (β = 0.55, <i>p</i> &lt; 0.001), with partial mediation by self-assessment observed in this association (β = 0.09, <i>p</i> = 0.03). Furthermore, a significant positive relationship was observed between motivation and WTC (β = 0.54, <i>p</i> &lt; 0.001).</p> Conclusions <p>These findings contribute to the theoretical frameworks of self-determination theory (SDT), control-value theory (CVT), and grit theory (GT), emphasizing the role of psychological resilience and self-regulation in language learning. The study suggests that incorporating self-assessment practices into EFL curricula could enhance both motivation and communication skills, thereby improving language acquisition outcomes.</p>

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Mediating role of students’ self-assessment in the relationships among EFL students’ L2 grit, motivation, and willingness to communicate

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年9月26日

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  • Mohsen Shahrokhi,
  • Fatemeh Jahangiri Dehaghani

摘要

Background

L2 grit, self-assessment, motivation, and willingness to communicate (WTC) are essential psychological and affective factors influencing English as a Foreign Language (EFL) learners’ success. Previous research has examined these factors individually; however, the complex interrelationships among them, particularly the mediating role of self-assessment, remain underexplored. Using a quantitative research design, this study employed structural equation modeling (SEM) to analyze how L2 grit associates with motivation and WTC, with self-assessment serving as a mediating variable.

Methods

Data were collected from 356 Iranian EFL learners at intermediate and advanced levels using four validated scales: the L2 Grit Scale, Motivation Questionnaire, Core Self-Evaluation Scale, and WTC Scale. SEM was employed to analyze the direct and indirect associations involving L2 grit, motivation, and WTC, while exploring the potential mediating role of self-assessment.

Results

The SEM analysis indicated a positive association between L2 grit and motivation (β = 0.55, p < 0.001), with partial mediation by self-assessment observed in this association (β = 0.09, p = 0.03). Furthermore, a significant positive relationship was observed between motivation and WTC (β = 0.54, p < 0.001).

Conclusions

These findings contribute to the theoretical frameworks of self-determination theory (SDT), control-value theory (CVT), and grit theory (GT), emphasizing the role of psychological resilience and self-regulation in language learning. The study suggests that incorporating self-assessment practices into EFL curricula could enhance both motivation and communication skills, thereby improving language acquisition outcomes.