Working hard, working smart and working consistently: Towards conceptualising and measuring foreign language tenacity
DOI:
https://doi.org/10.30827/portalin.vi41.26953Keywords:
foreign language tenacity, individual difference, personality, second language acquisitionAbstract
Academic tenacity, at its most fundamental level, concerns how hard and how smart an individual works over a long period. While this notion is meant for a broad range of academic contexts, it is particularly recognizable to those who make a lifelong commitment to learning a foreign language (FL). This study reports an initial attempt to conceptualise and measure foreign language tenacity (FLT). The Foreign Language Tenacity Scale (FLTS)—a self-report instrument—was developed and validated with a sample of 272 tertiary-level students studying English as a foreign language (EFL). FLT emerged as a multifaceted construct that positively correlated to foreign language enjoyment (FLE), mental well-being (MWB), language achievement and self-perceived language proficiency, and negatively correlated to foreign language classroom anxiety (FLCA). Tenacity appears to effectively represent the key characteristics of successful FL learners. A hierarchical multiple regression analysis revealed that FLT and FLCA were significant predictors of language achievement and that including FLT in the analysis (rather than solely FLE and FLCA) explained additional variance.
Downloads
Download data is not yet available.
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/10.1080/01443410.2020.1867076
Baumeister, R. F., & Heatherton, T. F. (1996). Self-regulation failure: An overview. Psychological Inquiry, 7(1), 1–15. https://doi.org/10.1207/s15327965pli0701_1
Botes, E., Dewaele, J., & Greiff, S. (2021). The development and validation of the short form of the foreign language enjoyment scale. Modern Language Journal, 105(4), 858–876. https://doi.org/10.1111/modl.12741
Brown, R. A (1973). A first language: The early stages. London: George Allen & Unwin Ltd.
Browne, M. W., & Cudeck, R. (1989). Single sample cross-validation indices for covariance structures. Multivariate Behavioral Research, 24(4), 445–455.
Campbell, H. L., Barry, C. L., Joe, J. N., & Finney, S. J. (2008). Configural, metric, and scalar invariance of the modified achievement goal questionnaire across african american and white university students. Educational and Psychological Measurement, 68(6), 988–1007. https://doi.org/10.1177/0013164408315269
Carrano, J. (2013). Measuring academic tenacity: New visions for public schools. In J. Mishook (Ed.), College readiness indicator systems: A framework for the field (pp. 12–18). Rhode Island: Brown University.
Chen, F. F. (2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modeling, 14(3), 464–504. https://doi.org/10.1080/10705510701301834
Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling, 9(2), 233–255. https://doi.org/10.1207/S15328007SEM0902_5
Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155–159.
Creswell, J. W., Plano Clark, V. L., Gutmann, M., & Hanson, W. (2003). Advanced mixed methods research designs. In A. Tashakkori & C. Teddlie (Eds.), The handbook on mixed methods in the behavioral and social sciences (pp. 209–240). Thousand Oaks, CA: Sage.
Danesh, J., & Shahnaazari, M. (2020). A structural relationship model for resilience, L2 learning motivation, and L2 proficiency at different proficiency levels. Learning and Motivation, 72, 101636. https://doi.org/10.1016/j.lmot.2020.101636
DeVellis, R.F. (2003). Scale development: Theory and applications. Thousand Oaks: Sage.
Dewaele, J.-M., & MacIntyre, P. D. (2014). The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching, 4(2), 237–274. https://doi.org/10.14746/ssllt.2014.4.2.5
Dewaele, J. & MacIntyre, P. (2016). 9 Foreign Language Enjoyment and Foreign Language Classroom Anxiety: The Right and Left Feet of the Language Learner. In P. MacIntyre, T. Gregersen & S. Mercer (Eds.), Positive Psychology in SLA (pp. 215–236). Bristol: Multilingual Matters. https://doi.org/10.21832/9781783095360-010
Dewaele, J. -M., & Furnham, A. (1999). Extraversion: The unloved variable in applied linguistic research. Language Learning, 49(3), 509–544. https://doi.org/10.1111/0023-8333.00098
Dewaele, J. -M. (2007). Predicting language learners’ grades in the L1, L2, L3 and L4: The effect of some psychological and sociocognitive variables. International Journal of Multilingualism, 4(3), 169–197. https://doi.org/10.2167/ijm080.0
Dewaele, J. -M., & Alfawzan, M. (2018). Does the effect of enjoyment outweigh that of anxiety in foreign language performance? Studies in Second Language Learning and Teaching, 8(1), 21–45. https://doi.org/10.14746/ssllt.2018.8.1.2
Dörnyei, Z., & Csizér, K. (2012). How to design and analyze surveys in second language acquisition research. In A. Mackey & S. Gass (Eds.), Research methods in second language acquisition: A practical guide (pp. 74–94). Malden: Wiley-Blackwell.
Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. Routledge.
Duckworth, A. L., & Seligman, M. E. P. (2005). Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychological Science, 16(12), 939–944. https://doi.org/10.1111/j.1467-9280.2005.01641.x
Dweck, C., Walton, G. M., & Cohen, G. L. (2014). Academic tenacity: Mindsets and skills that promote long-term learning. Bill & Melinda Gates Foundation. Retrieved from https://ed.stanford.edu/sites/default/files/manual/dweck-walton-cohen-2014.pdf.
Ehrman, M. (2008). Personality and good language learners. In C. Griffiths (Ed.), Lessons from good language learners (Cambridge Language Teaching Library, pp. 61-72). Cambridge: Cambridge University Press.
Elahi Shirvan, M., Taherian, T., Shahnama, M., & Yazdanmehr, E. (2021). A longitudinal study of foreign language enjoyment and L2 grit: A latent growth curve modeling. Frontiers in Psychology, 12, 720326. https://doi.org/10.3389/fpsyg.2021.720326
Ellis, R. (2004). Individual differences in second language learning. In A. Davies & C. Elder (Eds.), The Handbook of Applied Linguistics (pp. 525–551). Oxford: Blackwell.
Freiermuth, M., Patanasorn, C., Ravindran, L., & Huang, H. -C. (2021). Getting to the nitty-gritty of grit: A descriptive characterization of gritty L2 learners from Thailand, Malaysia, Taiwan and Japan. Journal for the psychology of language learning, 3(2), 133–155.
Gremigni, P., & Stewart-Brown, S. (2011). Measuring mental well-being: Italian validation of the warwick-edinburgh mental well-being scale (WEMWBS). Giornale Italiano Di Psicologia, 38(2), 485–505. https://doi.org/10.1421/35174
Hayes, A. F., & Coutts, J. J. (2020). Use omega rather than Cronbach’s alpha for estimating reliability. but…. Communication Methods and Measures, 14(1), 1–24. https://doi.org/10.1080/19312458.2020.1718629
Hofmann, W., Baumeister, R. F., Förster, G., & Vohs, K. D. (2012). Everyday temptations: An experience sampling study of desire, conflict, and self-control. Journal of Personality and Social Psychology, 102(6), 1318–1335. https://doi.org/10.1037/a0026545
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign Language Classroom Anxiety. The Modern Language Journal, 70(2), 125–132.
Hu, L. -t., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55.
Kanfer, R. (1990). Motivation theory and industrial and organizational psychology. In M. D. Dunnette & L. M. Hough (Eds.), Handbook of industrial and organizational psychology (pp. 75–170). Consulting Psychologists Press.
Kannangara, C. S., Allen, R. E., Carson, J. F., Khan, S. Z. N., Waugh, G., & Kandadi, K. R. (2020). Onwards and upwards: The development, piloting and validation of a new measure of academic tenacity: The Bolton Uni-stride scale (BUSS). PLoS ONE, 15(7 July) https://doi.org/10.1371/journal.pone.0235157
Kannangara, C., Allen, R., Hochard, K. D., & Carson, J. (2022). An international validation of the Bolton Uni-stride Scale (BUSS) of tenacity. PLoS ONE, 17(3 March) https://doi.org/10.1371/journal.pone.0264889
Legac, V. (2007). Foreign-language anxiety and listening skill in Croatian monolingual and bilingual students of EFL. In J. Horváth & M. Nikolov (Eds.), UPRT 2007: Empirical Studies in English Applied Linguistics (pp. 217–243). Pécs: Lingua Franca Csoport
Lucas, B., & Spencer, E. (2018). Developing Tenacity; Teaching learners how to persevere in the face of difficulty (Pedagogy for a Changing World series) (Illustrated ed.). Crown House Publishing.
MacIntyre, P. D. (1992). Anxiety and language learning from a stages of processing perspective (Unpublished doctoral dissertation). The University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/digitizedtheses/2155
MacIntyre, P. D., Clément, R., & Noels, K. A. (2007). Affective variables, attitude and personality in context. In D. Ayoun (Ed.), French applied linguistics (pp. 270–298). Amsterdam: Benjamins.
Oga-Baldwin, W. L. Q., Fryer, L. K., & Larson-Hall, J. (2019). The critical role of the individual in language education: New directions from the learning sciences. System, 86, 102118. https://doi.org/10.1016/j.system.2019.102118
Osburn, H. G. (2000). Coefficient alpha and related internal consistency reliability coefficients. Psychological Methods, 5(3), 343–355. https://doi.org/10.1037/1082-989X.5.3.343
Papi, M., & Khajavy, G. H. (2021). Motivational mechanisms underlying second language achievement: A regulatory focus perspective. Language Learning, 71(2), 537–572. https://doi.org/10.1111/lang.12443
Park, G. -P. (1997). Language learning strategies and English proficiency in Korean university students. Foreign Language Annals, 30(2), 211–221.
Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91–105. https://doi.org/10.1207/S15326985EP3702_4
Pervin, L. A., & John, O. P. (2001). Personality: Theory and research (8th ed.). New York: John Wiley & Sons.
Plonsky, L., & Oswald, F. L. (2014). How big is ‘big’? Interpreting effect sizes in L2 research. Language Learning, 64(4), 878–912. https://doi.org/10.1111/lang.12079
Plucker, J. A., & Makel, M. C. (2021). Replication is important for educational psychology: Recent developments and key issues. Educational Psychologist, 56(2), 90–100. https://doi.org/10.1080/00461520.2021.1895796
Renshaw, T. L., Long, A. C. J., & Cook, C. R. (2015). Assessing teachers' positive psychological functioning at work: Development and validation of the teacher subjective wellbeing questionnaire. School Psychology Quarterly, 30(2), 289–306. https://doi.org/10.1037/spq0000112
Resnik, P., Moskowitz, S., & Panicacci, A. (2021). Language learning in crisis mode: The connection between LX grit, trait emotional intelligence and learner emotions. Journal for the psychology of language learning, 3(2), 99–117.
Stevens, J. P. (2002). Applied multivariate statistics for the social sciences (4th ed.). Mahwah: Erlbaum.
Sudina, E., Brown, J., Datzman, B., Oki, Y., Song, K., Cavanaugh, R., Thiruchelvam, B., Plonsky, L. (2021). Language-specific grit: Exploring psychometric properties, predictive validity, and differences across contexts. Innovation in Language Learning and Teaching, 15(4), 334–351. https://doi.org/10.1080/17501229.2020.1802468
Sudina, E., Vernon, T., Foster, H., Del Villano, H., Hernandez, S., Beck, D., & Plonsky, L. (2021). Development and initial validation of the L2-teacher grit scale. TESOL Quarterly, 55(1), 156–184. https://doi.org/10.1002/tesq.581
Suzuki, Y., Nakata, T., & Dekeyser, R. (2019). Optimizing second language practice in the classroom: Perspectives from cognitive psychology. Modern Language Journal, 103(3), 551–561. https://doi.org/10.1111/modl.12582
Taguchi, T., Magid, M., & Papi, M. (2009). The L2 motivational self-system amongst Chinese, Japanese, and Iranian learners of English: A comparative study. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, Language Identity and the L2 Self (pp. 66-97). Bristol, UK: Multilingual Matters.
Teimouri, Y., Goetze, J., & Plonsky, L. (2019). Second language anxiety and achievement: a meta-analysis. Studies in Second Language Acquisition, 41(2), 363–387. https://doi.org/10.1017/S0272263118000311
Teimouri, Y., Plonsky, L., & Tabandeh, F. (2020). L2 grit: Passion and perseverance for second-language learning. Language Teaching. Research, https://doi.org/10.1177/1362168820921895
Volker, M. A. (2006). Reporting effect size estimates in school psychology research. Psychology in the Schools, 43(6), 653–672. https://doi.org/10.1002/pits.20176
Williams, M., & Burden, R. (1997). Psychology for language teachers: A social constructivist approach. Cambridge: Cambridge University Press.
Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166–183. https://doi.org/10.3102/0002831207312909
Baumeister, R. F., & Heatherton, T. F. (1996). Self-regulation failure: An overview. Psychological Inquiry, 7(1), 1–15. https://doi.org/10.1207/s15327965pli0701_1
Botes, E., Dewaele, J., & Greiff, S. (2021). The development and validation of the short form of the foreign language enjoyment scale. Modern Language Journal, 105(4), 858–876. https://doi.org/10.1111/modl.12741
Brown, R. A (1973). A first language: The early stages. London: George Allen & Unwin Ltd.
Browne, M. W., & Cudeck, R. (1989). Single sample cross-validation indices for covariance structures. Multivariate Behavioral Research, 24(4), 445–455.
Campbell, H. L., Barry, C. L., Joe, J. N., & Finney, S. J. (2008). Configural, metric, and scalar invariance of the modified achievement goal questionnaire across african american and white university students. Educational and Psychological Measurement, 68(6), 988–1007. https://doi.org/10.1177/0013164408315269
Carrano, J. (2013). Measuring academic tenacity: New visions for public schools. In J. Mishook (Ed.), College readiness indicator systems: A framework for the field (pp. 12–18). Rhode Island: Brown University.
Chen, F. F. (2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modeling, 14(3), 464–504. https://doi.org/10.1080/10705510701301834
Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling, 9(2), 233–255. https://doi.org/10.1207/S15328007SEM0902_5
Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155–159.
Creswell, J. W., Plano Clark, V. L., Gutmann, M., & Hanson, W. (2003). Advanced mixed methods research designs. In A. Tashakkori & C. Teddlie (Eds.), The handbook on mixed methods in the behavioral and social sciences (pp. 209–240). Thousand Oaks, CA: Sage.
Danesh, J., & Shahnaazari, M. (2020). A structural relationship model for resilience, L2 learning motivation, and L2 proficiency at different proficiency levels. Learning and Motivation, 72, 101636. https://doi.org/10.1016/j.lmot.2020.101636
DeVellis, R.F. (2003). Scale development: Theory and applications. Thousand Oaks: Sage.
Dewaele, J.-M., & MacIntyre, P. D. (2014). The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching, 4(2), 237–274. https://doi.org/10.14746/ssllt.2014.4.2.5
Dewaele, J. & MacIntyre, P. (2016). 9 Foreign Language Enjoyment and Foreign Language Classroom Anxiety: The Right and Left Feet of the Language Learner. In P. MacIntyre, T. Gregersen & S. Mercer (Eds.), Positive Psychology in SLA (pp. 215–236). Bristol: Multilingual Matters. https://doi.org/10.21832/9781783095360-010
Dewaele, J. -M., & Furnham, A. (1999). Extraversion: The unloved variable in applied linguistic research. Language Learning, 49(3), 509–544. https://doi.org/10.1111/0023-8333.00098
Dewaele, J. -M. (2007). Predicting language learners’ grades in the L1, L2, L3 and L4: The effect of some psychological and sociocognitive variables. International Journal of Multilingualism, 4(3), 169–197. https://doi.org/10.2167/ijm080.0
Dewaele, J. -M., & Alfawzan, M. (2018). Does the effect of enjoyment outweigh that of anxiety in foreign language performance? Studies in Second Language Learning and Teaching, 8(1), 21–45. https://doi.org/10.14746/ssllt.2018.8.1.2
Dörnyei, Z., & Csizér, K. (2012). How to design and analyze surveys in second language acquisition research. In A. Mackey & S. Gass (Eds.), Research methods in second language acquisition: A practical guide (pp. 74–94). Malden: Wiley-Blackwell.
Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. Routledge.
Duckworth, A. L., & Seligman, M. E. P. (2005). Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychological Science, 16(12), 939–944. https://doi.org/10.1111/j.1467-9280.2005.01641.x
Dweck, C., Walton, G. M., & Cohen, G. L. (2014). Academic tenacity: Mindsets and skills that promote long-term learning. Bill & Melinda Gates Foundation. Retrieved from https://ed.stanford.edu/sites/default/files/manual/dweck-walton-cohen-2014.pdf.
Ehrman, M. (2008). Personality and good language learners. In C. Griffiths (Ed.), Lessons from good language learners (Cambridge Language Teaching Library, pp. 61-72). Cambridge: Cambridge University Press.
Elahi Shirvan, M., Taherian, T., Shahnama, M., & Yazdanmehr, E. (2021). A longitudinal study of foreign language enjoyment and L2 grit: A latent growth curve modeling. Frontiers in Psychology, 12, 720326. https://doi.org/10.3389/fpsyg.2021.720326
Ellis, R. (2004). Individual differences in second language learning. In A. Davies & C. Elder (Eds.), The Handbook of Applied Linguistics (pp. 525–551). Oxford: Blackwell.
Freiermuth, M., Patanasorn, C., Ravindran, L., & Huang, H. -C. (2021). Getting to the nitty-gritty of grit: A descriptive characterization of gritty L2 learners from Thailand, Malaysia, Taiwan and Japan. Journal for the psychology of language learning, 3(2), 133–155.
Gremigni, P., & Stewart-Brown, S. (2011). Measuring mental well-being: Italian validation of the warwick-edinburgh mental well-being scale (WEMWBS). Giornale Italiano Di Psicologia, 38(2), 485–505. https://doi.org/10.1421/35174
Hayes, A. F., & Coutts, J. J. (2020). Use omega rather than Cronbach’s alpha for estimating reliability. but…. Communication Methods and Measures, 14(1), 1–24. https://doi.org/10.1080/19312458.2020.1718629
Hofmann, W., Baumeister, R. F., Förster, G., & Vohs, K. D. (2012). Everyday temptations: An experience sampling study of desire, conflict, and self-control. Journal of Personality and Social Psychology, 102(6), 1318–1335. https://doi.org/10.1037/a0026545
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign Language Classroom Anxiety. The Modern Language Journal, 70(2), 125–132.
Hu, L. -t., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55.
Kanfer, R. (1990). Motivation theory and industrial and organizational psychology. In M. D. Dunnette & L. M. Hough (Eds.), Handbook of industrial and organizational psychology (pp. 75–170). Consulting Psychologists Press.
Kannangara, C. S., Allen, R. E., Carson, J. F., Khan, S. Z. N., Waugh, G., & Kandadi, K. R. (2020). Onwards and upwards: The development, piloting and validation of a new measure of academic tenacity: The Bolton Uni-stride scale (BUSS). PLoS ONE, 15(7 July) https://doi.org/10.1371/journal.pone.0235157
Kannangara, C., Allen, R., Hochard, K. D., & Carson, J. (2022). An international validation of the Bolton Uni-stride Scale (BUSS) of tenacity. PLoS ONE, 17(3 March) https://doi.org/10.1371/journal.pone.0264889
Legac, V. (2007). Foreign-language anxiety and listening skill in Croatian monolingual and bilingual students of EFL. In J. Horváth & M. Nikolov (Eds.), UPRT 2007: Empirical Studies in English Applied Linguistics (pp. 217–243). Pécs: Lingua Franca Csoport
Lucas, B., & Spencer, E. (2018). Developing Tenacity; Teaching learners how to persevere in the face of difficulty (Pedagogy for a Changing World series) (Illustrated ed.). Crown House Publishing.
MacIntyre, P. D. (1992). Anxiety and language learning from a stages of processing perspective (Unpublished doctoral dissertation). The University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/digitizedtheses/2155
MacIntyre, P. D., Clément, R., & Noels, K. A. (2007). Affective variables, attitude and personality in context. In D. Ayoun (Ed.), French applied linguistics (pp. 270–298). Amsterdam: Benjamins.
Oga-Baldwin, W. L. Q., Fryer, L. K., & Larson-Hall, J. (2019). The critical role of the individual in language education: New directions from the learning sciences. System, 86, 102118. https://doi.org/10.1016/j.system.2019.102118
Osburn, H. G. (2000). Coefficient alpha and related internal consistency reliability coefficients. Psychological Methods, 5(3), 343–355. https://doi.org/10.1037/1082-989X.5.3.343
Papi, M., & Khajavy, G. H. (2021). Motivational mechanisms underlying second language achievement: A regulatory focus perspective. Language Learning, 71(2), 537–572. https://doi.org/10.1111/lang.12443
Park, G. -P. (1997). Language learning strategies and English proficiency in Korean university students. Foreign Language Annals, 30(2), 211–221.
Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91–105. https://doi.org/10.1207/S15326985EP3702_4
Pervin, L. A., & John, O. P. (2001). Personality: Theory and research (8th ed.). New York: John Wiley & Sons.
Plonsky, L., & Oswald, F. L. (2014). How big is ‘big’? Interpreting effect sizes in L2 research. Language Learning, 64(4), 878–912. https://doi.org/10.1111/lang.12079
Plucker, J. A., & Makel, M. C. (2021). Replication is important for educational psychology: Recent developments and key issues. Educational Psychologist, 56(2), 90–100. https://doi.org/10.1080/00461520.2021.1895796
Renshaw, T. L., Long, A. C. J., & Cook, C. R. (2015). Assessing teachers' positive psychological functioning at work: Development and validation of the teacher subjective wellbeing questionnaire. School Psychology Quarterly, 30(2), 289–306. https://doi.org/10.1037/spq0000112
Resnik, P., Moskowitz, S., & Panicacci, A. (2021). Language learning in crisis mode: The connection between LX grit, trait emotional intelligence and learner emotions. Journal for the psychology of language learning, 3(2), 99–117.
Stevens, J. P. (2002). Applied multivariate statistics for the social sciences (4th ed.). Mahwah: Erlbaum.
Sudina, E., Brown, J., Datzman, B., Oki, Y., Song, K., Cavanaugh, R., Thiruchelvam, B., Plonsky, L. (2021). Language-specific grit: Exploring psychometric properties, predictive validity, and differences across contexts. Innovation in Language Learning and Teaching, 15(4), 334–351. https://doi.org/10.1080/17501229.2020.1802468
Sudina, E., Vernon, T., Foster, H., Del Villano, H., Hernandez, S., Beck, D., & Plonsky, L. (2021). Development and initial validation of the L2-teacher grit scale. TESOL Quarterly, 55(1), 156–184. https://doi.org/10.1002/tesq.581
Suzuki, Y., Nakata, T., & Dekeyser, R. (2019). Optimizing second language practice in the classroom: Perspectives from cognitive psychology. Modern Language Journal, 103(3), 551–561. https://doi.org/10.1111/modl.12582
Taguchi, T., Magid, M., & Papi, M. (2009). The L2 motivational self-system amongst Chinese, Japanese, and Iranian learners of English: A comparative study. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, Language Identity and the L2 Self (pp. 66-97). Bristol, UK: Multilingual Matters.
Teimouri, Y., Goetze, J., & Plonsky, L. (2019). Second language anxiety and achievement: a meta-analysis. Studies in Second Language Acquisition, 41(2), 363–387. https://doi.org/10.1017/S0272263118000311
Teimouri, Y., Plonsky, L., & Tabandeh, F. (2020). L2 grit: Passion and perseverance for second-language learning. Language Teaching. Research, https://doi.org/10.1177/1362168820921895
Volker, M. A. (2006). Reporting effect size estimates in school psychology research. Psychology in the Schools, 43(6), 653–672. https://doi.org/10.1002/pits.20176
Williams, M., & Burden, R. (1997). Psychology for language teachers: A social constructivist approach. Cambridge: Cambridge University Press.
Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166–183. https://doi.org/10.3102/0002831207312909
Downloads
Published
2024-01-31
How to Cite
Thumvichit, A. (2024). Working hard, working smart and working consistently: Towards conceptualising and measuring foreign language tenacity. Porta Linguarum An International Journal of Foreign Language Teaching and Learning, (41), 153–171. https://doi.org/10.30827/portalin.vi41.26953
Issue
Section
Articles
License
The authors who publish in this journal agree to the following terms:
- The authors retain copyright and guarantee to the journal the right to be the first to publish the work as well as licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the authorship of the work and the initial publication in this journal.
- Authors may separately enter into additional agreements for non-exclusive distribution of the version of the work published in the journal (e.g., placing it in an institutional repository or publishing it in a book), with acknowledgement of its initial publication in this journal.
- Authors are allowed and encouraged to disseminate their work electronically (e.g., in institutional repositories or on their own website) before and during the submission process, as this can lead to productive exchanges as well as earlier and greater citation of published work (see The Effect of Open Access).
