Learners’ Perspectives on the Interplay of Grit and Achievement Emotions in L۲ Learning: Insights From Q-Methodology

While grit and achievement emotions (AEs) have been separately studied, their interplay in second/foreign language (L۲) learning, particularly its impact on L۲ achievement, remains underexplored. This study investigated this interplay in a sample of Iranian L۲ learners, employing Q-methodology to show shared perspectives on how grit would interact with positive and negative AEs in shaping their L۲ learning journey. By using a nonprobability purposeful sampling approach, data from ۴۳ L۲ (English) learners were collected through Q-sorting, accompanied by think-aloud protocols to provide deeper insight into their subjective viewpoints. Three factors were identified through varimax rotation and manual adjustment statistical techniques. Factor arrays and qualitative analysis were then used to elucidate participants’ perspectives on the interplay between grit and achievement emotions in L۲ learning. The Q-sorts analysis revealed three distinct factors: (۱) grit-strengthening negative emotions, highlighting the paradoxical role of emotions like shame, anxiety, and hopelessness in fostering perseverance; (۲) grit-building positive emotions, emphasizing how positive emotions motivate L۲ learners to persist in their efforts; and (۳) grit’s buffering role toward negative emotions, demonstrating how grit helps mitigate the detrimental effects of negative emotions like anxiety. These findings reveal the multidimensional and complex relationship between grit and AEs, underlining their joint role in L۲ learning and provide practical insights for L۲ educators to strategically harness emotions to enhance persistence and success in L۲ contexts.

Keywords:

L۲ achievement , Grit , achievement emotions , L۲ learners , Q-methodology