Modeling the Contribution of Grit, Enjoyment, and Boredom to Predict English as a Foreign Language Students’ Willingness to Communicate in a Blended Learning Environment
Abstract
The complex relationships between emotions experienced by learners and learners’ personality traits, such as grit, that influence students’ willingness to communicate in a second language (L2 WTC) have come under increasing attention. To date, investigators have focused primarily on WTC and the role of emotions in traditional face-to-face settings rather than in blended learning environments. To expand this research, we examined whether grit, foreign language enjoyment (FLE), and foreign language boredom (FLB) among university-level EFL students would be predictive of L2 WTC in a hybrid online and face-to-face learning setting. We studied 345 participants (252 females and 93 males) enrolled in English courses in a blended learning environment from three public universities in Saudi Arabia. We utilized structural equation modeling (SEM) to test a model that combined grit with two emotions (enjoyment and boredom) and L2 WTC. Our results revealed that FLB had the largest relationship to students’ L2 WTC followed by FLE and grit, respectively. In this paper, we discuss these results and present some pedagogical implications of these data for teachers and learners of English as a foreign language (EFL).
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Biographies
Elias Bensalem, Ph.D., is a Professor of Applied Linguistics in the Department of Languages and Translation at Northern Border University in Saudi Arabia. His research focuses on second-language learning, individual differences, and emotional variables in second-language acquisition. Dr. Bensalem is the author of numerous articles on language learning and teaching, and serves as a reviewer for several peer-reviewed journals, including Multilingual and Multicultural Development, the International Journal of Applied Linguistics, and the International Journal of Bilingual Education and Bilingualism.
Ali Derakhshan is Professor of Applied Linguistics at the English Language and Literature Department, Golestan University, Gorgan, Iran. He has been a member of the Iranian Elites Foundation since 2015. He has also been selected as a distinguished researcher by the Teaching English Language and Literature Society of Iran in 2021. His name appeared in Stanford University’s list of world’s top 2% of most influential scientists in 2022, 2023, and 2024. He has published in accredited international journals, including Computers and Education, Review of Educational Research, Language Teaching Research, System, Assessing Writing, Applied Linguistics Review, Studies in Second Language Learning and Teaching, Journal of Multilingual and Multicultural Development, ELT Journal, English for Specific Purposes, International Review of Applied Linguistics in Language Teaching, International Journal of Applied Linguistics, Thinking Skills and Creativity, Current Psychology, Asia Pacific Education Researcher, European Journal of Education, Educational Studies, Pragmatics and Society, Journal of Psycholinguistic Research, Porta Linguarum, Revista Ibérica, etc. His monograph The “5Cs” positive teacher interpersonal behaviors: Implications for learner empowerment and learning in an L2 context was published by Springer in 2022. His co-authored book Instructed second language pragmatics for the speech acts of request, apology, and refusal: A meta-analysis has been recently published by Springer. His research interests are positive psychology, teacher education, learner individual differences, cross-cultural interpersonal factors in educational psychology, interlanguage pragmatics, and intercultural communication.
Fahad Hamed Alenazi is a lecturer of English in the Department of Languages and Translation at the Northern Border University in Saudi Arabia. He received a Bachelor’s degree in English language from Northern Border University, Saudi Arabia and Master’s degree in applied linguistics from the University of Essex, England. He is currently a Ph.D. student at University of Newcastle, Australia. His research centers on issues related to second language learning and computer-assisted language learning.
Amy S. Thompson is the Mack and Effie Campbell Distinguished Professor and Director of the School of Teacher Education in the College of Education, Health, and Human Sciences at Florida State University. Her primary research foci involve Individual Differences in Second Language Acquisition and the interaction of these IDs and multilingualism, language learning in Anglophone contexts, and a variety of other variables involved in language learning, teaching, and leadership in academia. Dr. Thompson has authored a book about context and motivation (Multilingual Matters, 2021) and has co-authored a book about language learning in Anglophone settings (Palgrave, 2021). Other examples of her research can be found in journals such as the Modern Language Journal, TESOL Quarterly, Foreign Language Annals, and the International Journal of Bilingual Education and Bilingualism, among others. She is on editorial boards of professional journals, including Modern Language Journal (MLJ), Studies in Second Language Learning and Teaching (SSLLT), and the Journal for the Psychology of Language Learning (JPLL).
Radhia Harizi is a lecturer of Applied Linguistics in the Department of Languages and Translation at Northern Border University in Saudi Arabia where she teaches in the BA English program. She received a Master’s degree in linguistics from the University of Sfax, Tunisia. She is currently pursuing a Ph.D. Her research centers on issues related to second-language learning, computer-assisted language learning and pragmatics. In addition to her teaching and research, she is actively involved in curriculum development and initiatives aimed at improving learning outcomes and language proficiency among students.
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