An investigation into the association between student-perceived affective teacher variables and students’ L2-Grit

Abstract

ABSTRACT This study sought to probe the relationship between perceived affective L2 teacher variables (i.e. teacher support, teacher enthusiasm, and teacher appreciation) and students’ L2 grit. Drawing on a quantitative research design and a sample of 285 Turkish ELT undergraduate students, we employed structural equation modelling (SEM) analysis to identify the interplay among these latent affective L2 teacher variables and their subcomponents, and the way they influence learners’ L2 grit. The results indicated that Turkish EFL learners’ domain-specific grit was significantly influenced by teachers’ appreciation, support, and enthusiasm. Moreover, EFL teachers’ enthusiasm was found to play the strongest predictive role in learners’ L2 grit. This study implies that academically/emotionally supportive, enthusiastic, and appreciative attitudes in language classes can act as strong drives for enhancing language learners’ perseverance of effort and consistency of interest. The findings add to our understanding of teacher-related antecedents of L2 learner grit.