Abstract
The arrival of the post-pandemic era has facilitated the shift from online to blended learning, marking a “new normal” in educational field. Along with students’ adversity in such blended learning settings, the role of personality traits, especially grit, in promoting language learning engagement and performance remains crucial yet under-explored. To address this issue, the current study aims to investigate the relationship among grit, engagement and academic achievement in a blended English learning context. 402 students from a Chinese university were enrolled in the study. They participated in a 16-week mandatory English curriculum delivered through a blended learning approach with online practice on learning management systems (LMSs) merged into face-to-face instruction. By conducting a structural equation model (SEM), the nexus among English as a foreign language (EFL) learners’ grit, engagement and academic achievement was delved into. The research results indicated that: i) EFL learners’ grit positively predicted their engagement; ii) EFL learners’ engagement positively predicted their academic achievement; and iii) EFL learners’ engagement partially mediated the link between grit and academic achievement. Based on the direct and indirect effects of grit on English learning performance, the current research provides pedagogical implications for college English teachers to utilize effective instructional methods, including setting sustainable learning goals for students, inspiring their learning interest and improving their awareness of persistence so as to increase learners’ level of grit in blended EFL education.
Author Information
Bowen Jing, Beijing University of Posts and Telecommunications, China
Huiqi Fan, Beijing University of Posts and Telecommunications, China
Yanqing Yi, Beijing University of Posts and Telecommunications, China
Lin Luan, Beijing University of Posts and Telecommunications, China
Paper Information
Conference: WorldCALL2023
Stream: Learner Behaviour
This paper is part of the WorldCALL2023 Conference Proceedings (View)
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To cite this article:
Jing B., Fan H., Yi Y., & Luan L. (2024) Investigating the Relationship Among EFL Learners’ Grit, Engagement and Academic Achievement in the Blended Learning Environment: A Structural Equation Model ISSN: 2759-1182 – WorldCALL2023: Conference Proceedings https://doi.org/10.22492/issn.2759-1182.2023.21
To link to this article: https://doi.org/10.22492/issn.2759-1182.2023.21
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