Qualitative research
Farshad Azimifar; Ali Roohani; Aliakbar Jafarpour
Abstract
While grit and achievement emotions (AEs) have been separately studied, their interplay in second/foreign language (L2) learning, particularly its impact on L2 achievement, remains underexplored. This study investigated this interplay in a sample of Iranian L2 learners, employing Q-methodology to show ...
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While grit and achievement emotions (AEs) have been separately studied, their interplay in second/foreign language (L2) learning, particularly its impact on L2 achievement, remains underexplored. This study investigated this interplay in a sample of Iranian L2 learners, employing Q-methodology to show shared perspectives on how grit would interact with positive and negative AEs in shaping their L2 learning journey. By using a nonprobability purposeful sampling approach, data from 43 L2 (English) learners were collected through Q-sorting, accompanied by think-aloud protocols to provide deeper insight into their subjective viewpoints. Three factors were identified through varimax rotation and manual adjustment statistical techniques. Factor arrays and qualitative analysis were then used to elucidate participants’ perspectives on the interplay between grit and achievement emotions in L2 learning. The Q-sorts analysis revealed three distinct factors: (1) grit-strengthening negative emotions, highlighting the paradoxical role of emotions like shame, anxiety, and hopelessness in fostering perseverance; (2) grit-building positive emotions, emphasizing how positive emotions motivate L2 learners to persist in their efforts; and (3) grit’s buffering role toward negative emotions, demonstrating how grit helps mitigate the detrimental effects of negative emotions like anxiety. These findings reveal the multidimensional and complex relationship between grit and AEs, underlining their joint role in L2 learning and provide practical insights for L2 educators to strategically harness emotions to enhance persistence and success in L2 contexts.
