Abstract
This review aimed at examining the related studies on the effect of English as a foreign language learners' (EFL) psychological well-being and academic engagement as positive emotional constructs on learners' grit. The positive significant effect of psychological well-being on learners' grit has been confirmed in the literature review. Studies have shown that resilience, enjoyment, engagement, lack of depression, interest, and world meaningfulness can act as mediator variables in the relationship between psychological well-being and grit. Furthermore, few studies have been done on the effect of academic engagement on learners' grit. The studies showed that some factors such as meticulousness, self-control, self-confidence, and motivation act as mediators in the relationship between academic engagement and grittiness. In the end, the pedagogical implications are expounded to promote the quality of language learning quality. This review also provides some suggestions for further research to clarify our perspective over positive emotional variables and their relationships with each other.
Highlights
Due to the fact that the foreign language learning process was so challenging for some learners, learners’ negative emotional constructs such as anxiety, boredom, and burnout (Fathi and Derakhshan, 2019; Fathi et al, 2020a,b; Derakhshan et al, 2021) and their individual differences have been studied in terms of apprehension, personality, motivation, and self-efficacy (Kim et al, 2015)
Her study revealed that course engagement is significantly correlated with learner’s grit
Their study revealed that grit is significantly correlated with work engagement and academic achievement
Summary
Due to the fact that the foreign language learning process was so challenging for some learners, learners’ negative emotional constructs such as anxiety, boredom, and burnout (Fathi and Derakhshan, 2019; Fathi et al, 2020a,b; Derakhshan et al, 2021) and their individual differences have been studied in terms of apprehension, personality, motivation, and self-efficacy (Kim et al, 2015). The investigation of negative construct effects on learners’ academic enjoyment, engagement, and performance was not sufficient. This review is an attempt to investigate the related literature concerned with EFL learners’ well-being and academic engagement on learners’ grit in classroom contexts. These positive variables have been widely investigated independently. The relationships among them can shed light on positive psychology constructs and their correlations with each other
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