Perceived teacher autonomy support and grit as predictors of ideal L2 self among Chinese EFL learners

Authors

  • Na Wang Jiaozuo Teachers College, Jiaozuo, Henan, China; Center for International Education, Philippine Christian University, Manila, Philippines

Keywords:

Perceived teacher autonomy support, L2 grit, ideal L2 self, EFL, SEM

Abstract

Although some research attention has been given to second language (L2) affective and emotion constructs recently, this research agenda is still in its infancy. In an attempt to shed more light on this area, the present researchers tested a structural model of ideal L2 self in which perceived teacher autonomy support and L2 grit served as predictors. For this purpose, 346 Chinese English as a foreign language (EFL) learners were requested to participate in an electronic survey. The collected data were analyzed using structural equation modelling (SEM). The construct validity of the used scales was verified by performing confirmatory factor analysis. The SEM results indicated that although both perceived teacher autonomy support and L2 grit significantly predicted the ideal L2 self, the former was a more powerful predictor in the final fit model. Additionally, it was revealed that perceived autonomy support had a slight effect on EFL learners’ grit levels. The outcomes of this study can have implications for research and practice.

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Author Biography

Na Wang, Jiaozuo Teachers College, Jiaozuo, Henan, China; Center for International Education, Philippine Christian University, Manila, Philippines

Na Wang was born in Henan, China, in 1979. She is pursuing a Master’s degree from Henan University in 2010. She is a associate professor at Jiao Zuo Teachers College. Her research interests include English and Education. She published over 30 papers, 5 works and textbooks, and participated in more than 20 municipal and ministerial level projects.

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Published

2024-06-28

How to Cite

Wang, N. (2024). Perceived teacher autonomy support and grit as predictors of ideal L2 self among Chinese EFL learners. Porta Linguarum An International Journal of Foreign Language Teaching and Learning, (42). Retrieved from https://revistaseug.ugr.es/index.php/portalin/article/view/28716

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No. 42 (2024): June [Tentative version]

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