Hostname: page-component-55f67697df-bzg56 Total loading time: 0 Render date: 2025-05-11T12:13:05.774Z Has data issue: false hasContentIssue false
  • English
  • Français

Exploring the roles of ideal L2 writing self, growth L2 writing mindset, and L2 writing grit in L2 writing achievement among EFL learners

Published online by Cambridge University Press:  05 November 2024

Jalil Fathi Open the ORCID record for Jalil Fathi [Opens in a new window] ,
Mirosław Pawlak Open the ORCID record for Mirosław Pawlak [Opens in a new window]  and
S. Yahya Hejazi Open the ORCID record for S. Yahya Hejazi [Opens in a new window]
Jalil Fathi
Affiliation:
Department of English and Linguistics, University of Kurdistan, Sanandaj, Iran
Mirosław Pawlak*
Affiliation:
Adam Mickiewicz University, Faculty of Pedagogy and Fine Arts, Kalisz, Poland University of Applied Sciences, Konin, Poland
S. Yahya Hejazi
Affiliation:
Department of English and Linguistics, University of Kurdistan, Sanandaj, Iran
*
Corresponding author: Mirosław Pawlak; Email: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

Considering the undeniable importance of examining the role of domain- and skill-specific individual difference factors in second-language (L2) writing research, this study examined the possible roles of English-as-a-foreign-language (EFL) learners’ ideal L2 writing self and growth L2 writing mindset in their L2 writing grit, which may in turn contribute to their L2 writing achievement (WA). Data were collected from 532 English-major students selected via convenience sampling by administering a questionnaire to measure their growth L2 writing mindset, ideal L2 writing self, and L2 writing grit. The International English-Language Testing System (IELTS) academic writing tasks 1 and 2 were used as measures of the learners’ L2 WA. The psychometric properties of the scales were investigated and verified through confirmatory factor analyses. Structural equation modeling (SEM) results revealed that ideal L2 writing self and L2 writing grit directly predicted L2 WA. Additionally, growth L2 writing mindset and ideal L2 writing self predicted L2 WA through the mediation of L2 writing grit. This study highlighted the importance of domain- and skill-specific individual difference factors in L2 WA and the vital necessity of considering them in L2 writing instruction.

Keywords

growth L2 writing mindsetideal L2 writing selfindividual differencesL2 writing achievementL2 writing grit
Type
Research Article
Information
Studies in Second Language Acquisition , Volume 46 , Issue 4 , September 2024 , pp. 1150 - 1178
Check for updates
Copyright
© The Author(s), 2024. Published by Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

References

Alamer, A. (2021). Grit and language learning: construct validation of L2-Grit scale and its relation to later vocabulary knowledge. Educational Psychology, 41(5), 544–562. https://doi.org/10.1080/01443410.2020.1867076CrossRefGoogle Scholar
Alamer, A. (2022). Having a single language interest autonomously predicts L2 achievement: Addressing the predictive validity of L2 grit. System, 108, 102850. https://doi.org/10.1016/j.system.2022.102850CrossRefGoogle Scholar
Al-Hoorie, A. H. (2018). The L2 motivational self system: A meta-analysis. Studies in Second Language Learning and Teaching, 8(4), 721–754. https://doi.org/10.14746/SSLLT.2018.8.4.2CrossRefGoogle Scholar
Al-Murtadha, M. (2023). Motivating second language learners with a possible selves intervention program. Journal of Language, Identity & Education, 1–14. https://doi.org/10.1080/15348458.2022.2075874Google Scholar
Alrabai, F. (2022). Modeling the relationship between classroom emotions, motivation, and learner willingness to communicate in EFL: Applying a holistic approach of positive psychology in SLA research. Journal of Multilingual and Multicultural Development, 1–19. https://doi.org/10.1080/01434632.2022.2053138Google Scholar
Anderson, J. C., & Gerbing, D. W. (1988). Structural equation modeling in practice: A review and recommended two-step approach. Psychological Bulletin, 103(3), 411–423. https://doi.org/10.1037/0033-2909.103.3.411CrossRefGoogle Scholar
Bai, B., & Wang, J. (2023). The role of growth mindset, self-efficacy and intrinsic value in self-regulated learning and English language learning achievements. Language Teaching Research, 27(1), 207–228. https://doi.org/10.1177/1362168820933190CrossRefGoogle Scholar
Bai, B., Wang, J., & Nie, Y. (2021). Self-efficacy, task values and growth mindset: What has the most predictive power for primary school students’ self-regulated learning in English writing and writing competence in an Asian Confucian cultural context? Cambridge Journal of Education, 51(1), 65–84. https://doi.org/10.1080/0305764X.2020.1778639CrossRefGoogle Scholar
Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50(2), 248–287. https://doi.org/10.1016/0749-5978(91)90022-LCrossRefGoogle Scholar
Boo, Z., Dörnyei, Z., & Ryan, S. (2015). L2 motivation research 2005–2014: Understanding a publication surge and a changing landscape. System, 55, 145–157. https://doi.org/10.1016/j.system.2015.10.006CrossRefGoogle Scholar
Bozgün, K., & Akın-Kösterelioğlu, M. (2021). The roles of social-emotional development, academic grit and subjective well-being in primary school students’ reading-writing motivation. Reading Psychology, 42(8), 836–857. https://doi.org/10.1080/02702711.2021.1955782CrossRefGoogle Scholar
Cheong, C. M., Yao, Y., & Zhang, J. (2023). Growth mindset and emotions in tandem: Their effects on L2 writing performance based on writers’ proficiency levels. Assessing Writing, 58, 100785.CrossRefGoogle Scholar
Cheong, C. M., Zhang, J., Yao, Y., & Zhu, X. (2022). The role of gender differences in the effect of ideal L2 writing self and imagination on continuation writing task performance. Thinking Skills and Creativity, 46, 101129.CrossRefGoogle Scholar
Clark, K. N., & Malecki, C. K. (2019). Academic Grit Scale: Psychometric properties and associations with achievement and life satisfaction. Journal of School Psychology, 72, 49–66. https://doi.org/10.1016/j.jsp.2018.12.001CrossRefGoogle ScholarPubMed
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Datu, J. A. D., & Fong, R. W. (2018). Examining the association of grit with test emotions among Hong Kong Chinese primary school students. School Psychology International, 39(5), 510–525. https://doi.org/10.1177/0143034318793468CrossRefGoogle Scholar
Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford, UK: Oxford University Press.Google Scholar
Dörnyei, Z., & Chan, L. (2013). Motivation and vision: An analysis of future L2 self images, sensory styles, and imagery capacity across two target languages. Language learning, 63(3), 437–462. https://doi.org/10.1111/lang.12005CrossRefGoogle Scholar
Dörnyei, Z., & Murphey, T. (2003). Group dynamics in the language classroom. Cambridge, UK: Cambridge University Press.CrossRefGoogle Scholar
Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. New York & London: Routledge.CrossRefGoogle Scholar
Dörnyei, Z., & Ushioda, E. (Eds.). (2009). Motivation, language identity and the L2 self. Bristol, UK: Multilingual Matters.CrossRefGoogle Scholar
Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087– 1101. https://doi.org/10.1037/0022-3514.92.6.1087CrossRefGoogle ScholarPubMed
Dweck, C. S. (2017). Mindset: The new psychology of success. New York: Random House.Google Scholar
Enders, C. K. (2010). Applied missing data analysis. New York: Guilford Press.Google Scholar
Fathi, J., & Hejazi, S. Y. (2023). Ideal L2 self and foreign language achievement: The mediating roles of L2 grit and foreign language enjoyment. Current Psychology, 1–15.Google Scholar
Fathi, J., Pawlak, M., Mehraein, S., Hosseini, H. M., & Derakhshesh, A. (2023). Foreign language enjoyment, ideal L2 self, and intercultural communicative competence as predictors of willingness to communicate among EFL learners. System, 103067. https://doi.org/10.1016/j.system.2023.103067CrossRefGoogle Scholar
Feng, L., & Papi, M. (2020). Persistence in language learning: The role of grit and future self-guides. Learning and Individual Differences, 81, 101904. https://doi.org/10.1016/j.lindif.2020.101904CrossRefGoogle Scholar
Field, A. (2013). Discovering statistics using IBM SPSS statistics. Thousand Oaks, CA: Sage.Google Scholar
Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39–50. https://doi.org/10.1177/002224378101800104CrossRefGoogle Scholar
Ghasemi, A. A. (2018). Ideal L2 self, visual learning styles, and L2 self confidence in predicting language proficiency and L2WTC: A structural equation modelling. English Teaching & Learning, 42(2), 185–205. https://doi.org/10.1007/s42321-018-0010-8CrossRefGoogle Scholar
Graham, S., Harbaugh-Schattenkirk, A. G., Aitken, A., Harris, K. R., Ng, C., Ray, A., … & Wdowin, J. (2022). Writing motivation questionnaire: validation and application as a formative assessment. Assessment in Education: Principles, Policy & Practice, 29(2), 238–261. https://doi.org/10.1080/0969594X.2022.2080178Google Scholar
Gu, P. Y., Hu, G., & Zhang, L. J. (2005). Investigating language learner strategies among lower primary school pupils in Singapore. Language and Education, 19(4), 281–303. https://doi.org/10.1080/09500780508668682CrossRefGoogle Scholar
Guan, Y., Zhu, S., Zhu, X., Yao, Y., & Jiang, Y. (2023). Performance-based differences in the associations among ideal self, enjoyment, and anxiety: A longitudinal study on L2 integrated writing. Language Teaching Research, 13621688231216295.CrossRefGoogle Scholar
Hair, J., Black, W., Babin, B., & Anderson, R. (2010). Multivariate data analysis (7th ed.). Upper Saddle River, NJ: Prentice-Hall.Google Scholar
Han, J., & Hiver, P. (2018). Genre-based L2 writing instruction and writing-specific psychological factors: The dynamics of change. Journal of Second Language Writing, 40, 44–59. https://doi.org/10.1016/j.jslw.2018.03.001CrossRefGoogle Scholar
Hashemian, M., & Heidari, A. (2013). The relationship between L2 learners’ motivation/attitude and success in L2 writing. Procedia-Social and Behavioral Sciences, 70, 476–489. https://doi.org/10.1016/j.sbspro.2013.01.085CrossRefGoogle Scholar
Hayes, A. F. (2009). Beyond Baron and Kenny: Statistical mediation analysis in the new millennium. Communication Monographs, 76(4), 408–420. https://doi.org/10.1080/03637750903310360CrossRefGoogle Scholar
Hodge, B., Wright, B., & Bennett, P. (2018). The role of grit in determining engagement and academic outcomes for university students. Research in Higher Education, 59, 448–460. https://doi.org/10.1007/s11162-017-9474-yCrossRefGoogle Scholar
Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modelling: A Multidisciplinary Journal, 6(1), 1–55. https://doi.org/10.1080/10705519909540118CrossRefGoogle Scholar
Hu, X., Sidhu, G. K., & Lu, X. (2022). Relationship between growth mindset and English language performance among Chinese EFL University students: The mediating roles of grit and foreign language enjoyment. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.935506Google ScholarPubMed
Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of Second Language Writing, 16(3), 148–164. https://doi.org/10.1016/j.jslw.2007.07.005CrossRefGoogle Scholar
Jang, Y., & Lee, J. (2019). The effects of ideal and ought-to L2 selves on Korean EFL learners’ writing strategy use and writing quality. Reading and Writing, 32, 1129–1148. https://doi.org/10.1007/s11145-018-9903-0CrossRefGoogle Scholar
Karlen, Y., Suter, F., Hirt, C., & Merki, K. M. (2019). The role of implicit theories in students’ grit, achievement goals, intrinsic and extrinsic motivation, and achievement in the context of a long-term challenging task. Learning and Individual Differences, 74, 101757. https://doi.org/10.1016/j.lindif.2019.101757CrossRefGoogle Scholar
Khajavy, G. H. (2021). Modeling the relations between foreign language engagement, emotions, grit and reading achievement. In Hiver, P., Al-Hoorie, A. H. and Mercer, S. (Eds.), Student Engagement in the Language Classroom (pp. 224–240). Bristol, UK: Multilingual Matters.Google Scholar
Khajavy, G. H., & Aghaee, E. (2022). The contribution of grit, emotions and personal bests to foreign language learning. Journal of Multilingual and Multicultural Development, 1–15. https://doi.org/10.1080/01434632.2022.2047192Google Scholar
Khajavy, G. H., MacIntyre, P. D., & Hariri, J. (2021). A closer look at grit and language mindset as predictors of foreign language achievement. Studies in Second Language Acquisition, 43(2), 379–402. https://doi.org/10.1017/S0272263120000480CrossRefGoogle Scholar
Kormos, J. (2012). The role of individual differences in L2 writing. Journal of Second Language Writing, 21(4), 390–403. https://doi.org/10.1016/j.jslw.2012.09.003CrossRefGoogle Scholar
Kramer, B., McLean, S., & Shepherd Martin, E.S. (2017). Student grittiness: A pilot study investigating scholarly persistence in EFL classrooms. Journal of Osaka Jogakuin College, 47, 25–41. http://ir-lib.wilmina.ac.jp/dspace/handle/10775/3498Google Scholar
Lam, K. K. L., & Zhou, M. (2019). Examining the relationship between grit and academic achievement within K-12 and higher education: A systematic review. Psychology in the Schools, 56(10), 1654–1686. https://doi.org/10.1002/pits.22302CrossRefGoogle Scholar
Lan, G., Nikitina, L., & Woo, W. S. (2021). Ideal L2 self and willingness to communicate: A moderated mediation model of shyness and grit. System, 99, 102503. https://doi.org/10.1016/j.system.2021.102503CrossRefGoogle Scholar
Lee, J. S. (2022). The role of grit and classroom enjoyment in EFL learners’ willingness to communicate. Journal of Multilingual and Multicultural Development, 43(5), 452–468. https://doi.org/10.1080/01434632.2020.1746319CrossRefGoogle Scholar
Lee, J. S., & Lee, K. (2021). The role of informal digital learning of English and L2 motivational self system in foreign language enjoyment. British Journal of Educational Technology, 52(1), 358–373. https://doi.org/10.1111/bjet.12955CrossRefGoogle Scholar
Li, C., & Yang, Y. (2023). Domain-general grit and domain-specific grit: conceptual structures, measurement, and associations with the achievement of German as a foreign language. International Review of Applied Linguistics in Language Teaching. https://doi.org/10.1515/iral-2022-0196Google Scholar
Limpo, T., & Alves, R. A. (2013). Teaching planning or sentence-combining strategies: Effective SRSD interventions at different levels of written composition. Contemporary Educational Psychology, 38(4), 328–341. https://doi.org/10.1016/j.cedpsych.2013.07.004CrossRefGoogle Scholar
Lindell, M. K., & Whitney, D. J. (2001). Accounting for common method variance in cross-sectional research designs. Journal of Applied Psychology, 86(1), 114–121.CrossRefGoogle ScholarPubMed
Little, R. J. (1988). A test of missing completely at random for multivariate data with missing values. Journal of the American statistical Association, 83(404), 1198–1202. https://doi.org/10.1080/01621459.1988.10478722CrossRefGoogle Scholar
Liu, Y. (2022). Investigating the role of English as a foreign language learners’ academic motivation and language mindset in their grit: A theoretical review. Frontiers in Psychology, 13, 872014. https://doi.org/10.3389/fpsyg.2022.872014CrossRefGoogle Scholar
Liu, E., & Wang, J. (2021). Examining the relationship between grit and foreign language performance: Enjoyment and anxiety as mediators. Frontiers in Psychology, 12, 666892.CrossRefGoogle ScholarPubMed
Lou, N. M., & Noels, K. A. (2019a). Language mindsets, meaning-making, and motivation. In Lamb, M., Csizér, K., Henry, A., & Ryan, S. (Eds.), The Palgrave handbook of motivation for language learning (pp. 537–559). London: Palgrave Macmillan.CrossRefGoogle Scholar
Lou, N. M., & Noels, K. A. (2019b). Promoting growth in foreign and second language education: A research agenda for mindsets in language learning and teaching. System, 86, 102126. https://doi.org/10.1016/j.system.2019.102126CrossRefGoogle Scholar
Lou, N. M., & Zarrinabadi, N. (2022). Mindsets. In Shaofeng, L., Hiver, P., & Papi, M. (Eds.), The Routledge handbook of second language acquisition and individual differences (pp. 128–144). London: Routledge.CrossRefGoogle Scholar
Mahmoodi, M. H., & Yousefi, M. (2021). Second language motivation research 2010–2019: A synthetic exploration. The Language Learning Journal, 1–24. https://doi.org/10.1080/09571736.2020.1869809Google Scholar
Martin, H., Craigwell, R., & Ramjarrie, K. (2022). Grit, motivational belief, self-regulated learning (SRL), and academic achievement of civil engineering students. European Journal of Engineering Education, 47(4), 535–557. https://doi.org/10.1080/03043797.2021.2021861CrossRefGoogle Scholar
McCarter, S. (2012). IELTS introduction: Study skills. MacMillan Education, UK.Google Scholar
Meyers, L. S., Gamst, G., & Guarino, A. J.. (2016). Applied multivariate research: Design and interpretation. Thousand Oaks, CA: Sage.Google Scholar
Moskovsky, C., Assulaimani, T., Racheva, S., & Harkins, J. (2016). The L2 motivational self system and L2 achievement: A study of Saudi EFL learners. The Modern Language Journal, 100(3), 641–654. https://doi.org/10.1111/modl.12340CrossRefGoogle Scholar
Mrazek, A. J., Ihm, E. D., Molden, D. C., Mrazek, M. D., Zedelius, C. M., & Schooler, J. W. (2018). Expanding minds: Growth mindsets of self-regulation and the influences on effort and perseverance. Journal of Experimental Social Psychology, 79, 164–180.CrossRefGoogle Scholar
Muenks, K., Wigfield, A., Yang, J. S., & O’Neal, C. R. (2017). How true is grit? Assessing its relations to high school and college students’ personality characteristics, self-regulation, engagement, and achievement. Journal of Educational Psychology, 109(5), 599–620. https://doi.org/10.1037/edu0000153CrossRefGoogle Scholar
Oriol, X., Miranda, R., Oyanedel, J. C., & Torres, J. (2017). The role of self-control and grit in domains of school success in students of primary and secondary school. Frontiers in psychology, 8, 1716. https://doi.org/10.3389/fpsyg.2017.01716CrossRefGoogle ScholarPubMed
Papi, M., Bondarenko, A. V., Wawire, B., Jiang, C., & Zhou, S. (2020). Feedback-seeking behavior in second language writing: Motivational mechanisms. Reading and Writing, 33, 485–505. https://doi.org/10.1007/s11145-019-09971-6CrossRefGoogle Scholar
Papi, M., Rios, A., Pelt, H., & Ozdemir, E. (2019). Feedback-seeking behavior in language learning: Basic components and motivational antecedents. The Modern Language Journal, 103(1), 205–226. https://doi.org/10.1111/modl.12538CrossRefGoogle Scholar
Papi, M., Vasylets, O., & Ahmadian, M. J. (2022). Individual Difference Factors for Second Language Writing. In Shaofeng, L., Hiver, P., & Papi, M. (Eds.), The Routledge handbook of second language acquisition and individual differences (pp. 381–395). London: Routledge.CrossRefGoogle Scholar
Pawlak, M., Zarrinabadi, N., & Kruk, M. (2022). Positive and negative emotions, L2 grit and perceived competence as predictors of L2 motivated behaviour. Journal of Multilingual and Multicultural Development, 1–17. https://doi.org/10.1080/01434632.2022.2091579Google Scholar
Podsakoff, P. M., MacKenzie, S. B., Lee, J. Y., & Podsakoff, N. P. (2003). Common method biases in behavioral research: a critical review of the literature and recommended remedies. Journal of Applied Psychology, 88(5), 879–903.CrossRefGoogle ScholarPubMed
Podsakoff, P. M., & Organ, D. W. (1986). Self-reports in organizational research: Problems and prospects. Journal of Management, 12(4), 531–544. https://doi.org/10.1177/014920638601200408CrossRefGoogle Scholar
Preacher, K. J., & Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40(3), 879–891. https://doi.org/10.3758/BRM.40.3.879CrossRefGoogle ScholarPubMed
Ramos Salazar, L., & Meador, A. (2023). College students’ grit, autonomous learning, and well-being: Self-control as a mediator. Psychology in the Schools, 60(1), 53–77. https://doi.org/10.1002/pits.22760CrossRefGoogle Scholar
Rijlaarsdam, G., Van den Bergh, H. (2006). Writing process theory: A functional dynamic approach. In Macarthur, C., Graham, S., Fitzgerald, J. (Eds.), Handbook of writing research (pp. 41–53). New York: Guilford.Google Scholar
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68CrossRefGoogle ScholarPubMed
Sadoughi, M., & Hejazi, S. Y. (2023). Teacher support, growth language mindset, and academic engagement: The mediating role of L2 grit. Studies in Educational Evaluation, 77, 101251. https://doi.org/10.1016/j.stueduc.2023.101251CrossRefGoogle Scholar
Sadoughi, M., Hejazi, S. Y., & Lou, N. M. (2023). How do growth mindsets contribute to academic engagement in L2 classes? The mediating and moderating roles of the L2 motivational self system. Social Psychology of Education, 26(1), 241–261. https://doi.org/10.1007/s11218-022-09744-0CrossRefGoogle Scholar
Shafiee Rad, H. & Alipour, J. (2023). Writing skills in CALL: Effects of L2MSS vision-inspired instruction on L2 students’ learning. System, 103063. https://doi.org/10.1016/j.system.2023.103063CrossRefGoogle Scholar
Shafiee Rad, H., & Jafarpour, A. (2022). Effects of well-being, grit, emotion regulation, and resilience interventions on l2 learners’ writing skills. Reading & Writing Quarterly, 1–20. https://doi.org/10.1080/10573569.2022.2096517Google Scholar
Sudina, E., & Plonsky, L. (2021). Language learning grit, achievement, and anxiety among L2 and L3 learners in Russia. ITL-International Journal of Applied Linguistics, 172(2), 161–198. https://doi.org/10.1075/itl.20001.sudCrossRefGoogle Scholar
Tabachnick, B. G., & Fidell, L. (2019). Using multivariate statistics (7th ed.). Pearson.Google Scholar
Taguchi, T., Magid, M., & Papi, M. (2009). The L2 motivational self system among Japanese, Chinese and Iranian learners of English: A comparative study. In Dörnyei, Z., & Ushioda, E. (Eds.). Motivation, language identity and the L2 self (pp. 66–97). Multilingual Matters.CrossRefGoogle Scholar
Tahmouresi, S., & Papi, M. (2021). Future selves, enjoyment and anxiety as predictors of L2 writing achievement. Journal of Second Language Writing, 53, 100837. https://doi.org/10.1016/j.jslw.2021.100837CrossRefGoogle Scholar
Tate, C. U. (2015). On the overuse and misuse of mediation analysis: It may be a matter of timing. Basic and Applied Social Psychology, 37(4), 235–246.CrossRefGoogle Scholar
Teimouri, Y. (2017). L2 selves, emotions, and motivated behaviors. Studies in Second Language Acquisition, 39(4), 681–709. https://doi.org/10.1017/S0272263116000243CrossRefGoogle Scholar
Teimouri, Y., Plonsky, L., & Tabandeh, F. (2022). L2 grit: Passion and perseverance for second-language learning. Language Teaching Research. 26(5), 893–918. https://doi.org/10.1177/1362168820921895CrossRefGoogle Scholar
Teng, L. S., & Zhang, L. J. (2018). Effects of motivational regulation strategies on writing performance: A mediation model of self-regulated learning of writing in English as a second/foreign language. Metacognition and Learning, 13, 213–240.CrossRefGoogle Scholar
Tsao, J. J., Tseng, W. T., Hsiao, T. Y., Wang, C., & Gao, A. X. (2021). Toward a motivation-regulated learner engagement WCF model of L2 writing performance. Sage Open, 11(2), 21582440211023172. https://doi.org/10.1177/21582440211023172CrossRefGoogle Scholar
University of Cambridge ESOL Examinations. (2011). Score processing, reporting and inter-pretation. Retrieved November 11, 2011, from http://www.ielts.org/researchers/score_processing_and_reporting.aspxGoogle Scholar
Vandenberg, R. J., & Lance, C. E. (2000). A review and synthesis of the measurement invariance literature: Suggestions, practices, and recommendations for organizational research. Organizational Research Methods, 3(1), 4–70. https://doi.org/10.1177/109442810031002CrossRefGoogle Scholar
Waller, L., & Papi, M. (2017). Motivation and feedback: How implicit theories of intelligence predict L2 writers’ motivation and feedback orientation. Journal of Second Language Writing, 35, 54–65. https://doi.org/10.1016/j.jslw.2017.01.004CrossRefGoogle Scholar
Wang, J., & Wei, R. (2023). Is bilingualism linked to well-being? Evidence from a big-data survey. Bilingualism: Language and Cognition, 1–11.Google Scholar
Wei, H., Gao, K., & Wang, W. (2019). Understanding the relationship between grit and foreign language performance among middle school students: The roles of foreign language enjoyment and classroom environment. Frontiers in psychology, 10, 1508. https://doi.org/10.3389/fpsyg.2019.01508CrossRefGoogle ScholarPubMed
Williams, A. (2011). Writing for IELTS: Collins English for exams. London: Harper Collins Publishers.Google Scholar
Wolters, C. A., & Hussain, M. (2015). Investigating grit and its relations with college students’ self-regulated learning and academic achievement. Metacognition and Learning, 10, 293–311. https://doi.org/10.1007/s11409-014-9128-9CrossRefGoogle Scholar
Wong, Y. K. (2018). Structural relationships between second-language future self-image and the reading achievement of young Chinese language learners in Hong Kong. System, 72, 201–214. https://doi.org/10.1016/j.system.2017.12.003CrossRefGoogle Scholar
Xu, J. (2022). Incremental intelligence matters: How L2 writing mindsets impact feedback orientation and self-regulated learning writing strategies. Assessing Writing, 51, 100593. https://doi.org/10.1016/j.asw.2021.100593CrossRefGoogle Scholar
Xu, J., & Wang, Y. (2022). The differential mediating roles of ideal and ought-to L2 writing selves between growth mindsets and self-regulated writing strategies. System, 110, 102900. https://doi.org/10.1016/j.system.2022.102900CrossRefGoogle Scholar
Xu, J., & Wang, Y. (2023). Individual differences in L2 writing feedback-seeking behaviors: The predictive roles of various motivational constructs. Assessing Writing, 56, 100698. https://doi.org/10.1016/j.asw.2023.100698CrossRefGoogle Scholar
Yao, Y., & Zhu, X. (2022). Modelling Chinese high school EFL writers’ language mindsets, goal orientations, and feedback-seeking behavior: The interaction effect between language mindsets and writing competence. Reading and Writing, 1–23. https://doi.org/10.1007/s11145-022-10339-6Google Scholar
Yoon, S., Kim, S., & Kang, M. (2020). Predictive power of grit, professor support for autonomy and learning engagement on perceived achievement within the context of a flipped classroom. Active Learning in Higher Education, 21(3), 233–247. https://doi.org/10.1177/1469787418762463CrossRefGoogle Scholar
Yousefi, M., & Mahmoodi, M. H. (2022). The L2 motivational self-system: A meta-analysis approach. International Journal of Applied Linguistics, 32(2), 274–294. https://doi.org/10.1111/ijal.12416CrossRefGoogle Scholar
Zarrinabadi, N., & Rahimi, S. (2022). The effects of praise for effort versus praise for intelligence on psychological aspects of L2 writing among English-majoring university students. Reading & Writing Quarterly, 38(2), 156–167. https://doi.org/10.1080/10573569.2021.1934928CrossRefGoogle Scholar
Zhan, J., Yao, Y., & Zhu, X. (2023). The mediating effect of feedback-seeking behavior on the relationship between ideal L2 writing self and story continuation writing performance: A multigroup structural equation modelling approach. System, 113, 102976. https://doi.org/10.1016/j.system.2022.102976CrossRefGoogle Scholar
Zhang, J. (2023). Modelling the interplay of writing achievement goals and grit in predicting L2 writing achievements. System, 117, 103118.CrossRefGoogle Scholar
Zhang, X., Lou, N. M., Noels, K. A., & Daniels, L. M. (2022). Attributions and mindsets. In Gregersen, T. and Mercer, S. (Eds.), The Routledge handbook of the psychology of language learning and teaching (pp. 161–177). Routledge.Google Scholar
Zhang, Z., & Hyland, K. (2018). Student engagement with teacher and automated feedback on L2 writing. Assessing Writing, 36, 90–102. https://doi.org/10.1016/j.asw.2018.02.004CrossRefGoogle Scholar
Zhang, J., & Zhang, L. J. (2023). Examining the relationship between English as a foreign language learners’ cognitive abilities and L2 grit in predicting their writing performance. Learning and Instruction, 88, 101808.CrossRefGoogle Scholar
Zhao, Y., Niu, G., Hou, H., Zeng, G., Xu, L., Peng, K., & Yu, F. (2018). From growth mindset to grit in Chinese schools: The mediating roles of learning motivations. Frontiers in Psychology, 9, 2007. https://doi.org/10.3389/fpsyg.2018.02007CrossRefGoogle ScholarPubMed
Zhou, S. A., & Hiver, P. (2022). The effect of self-regulated writing strategies on students’ L2 writing engagement and disengagement behaviors System, 106, 102768.CrossRefGoogle Scholar
Zhu, X., Guan, Y., & Yao, Y. (2022a). Transfer of ideal L1 and L2 writing selves and their impacts on L2 writing enjoyment and integrated writing performance. Assessing Writing, 54, 100674. https://doi.org/10.1016/j.asw.2022.100674CrossRefGoogle Scholar
Zhu, X., Yao, Y., Pang, W., & Zhu, S. (2022b). Investigating the relationship between linguistic competence, ideal self, learning engagement, and integrated writing performance: A structural equation modeling approach. Journal of Psycholinguistic Research, 1–22. https://doi.org/10.1007/s10936-022-09923-2Google ScholarPubMed