Perceived teacher autonomy support and grit as predictors of ideal L2 self among Chinese EFL learners

Abstract

Although some research attention has been given to second language (L2) affective and emotion constructs recently, this research agenda is still in its infancy. In an attempt to shed more light on this area, the present researchers tested a structural model of ideal L2 self in which perceived teacher autonomy support and L2 grit served as predictors. For this purpose, 346 Chinese English as a foreign language (EFL) learners were requested to participate in an electronic survey. The collected data were analyzed using structural equation modelling (SEM). The construct validity of the used scales was verified by performing confirmatory factor analysis. The SEM results indicated that although both perceived teacher autonomy support and L2 grit significantly predicted the ideal L2 self, the former was a more powerful predictor in the final fit model. Additionally, it was revealed that perceived autonomy support had a slight effect on EFL learners’ grit levels. The outcomes of this study can have implications for research and practice.