In the evolving field of second language acquisition (SLA), a groundbreaking study recently published in BMC Psychology, volume 13, aims to unravel the intricate psychological mechanics that underpin English as a Foreign Language (EFL) learners’ journey towards fluency. The research, conducted by Shahrokhi and Dehaghani, probes deeply into the nuanced interplay between students’ grit in their second language (L2), their motivational drives, and their willingness to communicate—all through the pivotal lens of self-assessment as a mediating factor. This fresh insight not only advances theoretical models in applied linguistics but also holds profound implications for educational praxis in language learning worldwide.
At the heart of this investigation lies the concept of grit, a psychological construct that captures a learner’s perseverance and passion for long-term goals. In the realm of EFL acquisition, grit manifests as the steadfast commitment to mastering a language despite the inevitable challenges and plateaus encountered. Shahrokhi and Dehaghani’s focus on L2 grit distinguishes itself by framing grit specifically within second language contexts, which differs fundamentally from contexts general to academic or athletic perseverance. Grit is commonly linked to sustained effort over time, yet its influence in language learning appears to be modulated by how learners perceive their own abilities—a self-assessment process that remains under-explored until now.
Motivation is another cornerstone in this study, widely recognized as a primary driver in the acquisition of any new language. However, motivation is multifaceted, combining intrinsic desires to engage with the language and extrinsic incentives tied to social, academic, or professional rewards. The researchers delve into how motivation interrelates with grit and self-perception, hypothesizing that motivational intensity impacts willingness to communicate—a crucial behavioral outcome determining real-world fluency and social integration in an L2-speaking environment.
Willingness to communicate (WTC) is a decisive factor in language acquisition yet remains one of the most nebulous constructs in SLA research. Defined as the readiness to initiate communication in the target language under given social conditions, WTC is influenced by internal variables such as anxiety, confidence, and attitudes towards the language community. Shahrokhi and Dehaghani position WTC as not merely a behavioral outcome but an observable manifestation that encapsulates internal psychological processes, shaped heavily by the learner’s self-assessment strategies.
Self-assessment—the core mediator in the model proposed—is posited as the critical psychological mediator that channels and modulates the relationship between grit, motivation, and willingness to communicate. It refers to learners’ capacity to reflect on, evaluate, and regulate their learning performance and progress, thereby influencing their emotional and cognitive engagement with the language. The study breaks new ground by empirically testing this mediating role, thereby providing robust support for integrating metacognitive strategies within language pedagogy.
Methodologically, Shahrokhi and Dehaghani employed a carefully designed quantitative framework involving a representative sample of EFL students. Through the deployment of validated psychometric instruments measuring L2 grit, motivation levels, willingness to communicate, and self-assessment behaviors, they extracted nuanced data correlations utilizing structural equation modeling (SEM). This approach allowed for the isolation of self-assessment’s indirect effects, clearly demonstrating its facilitative influence on the pathway from grit and motivation to communication willingness.
The structural modeling revealed several significant findings. Primarily, students exhibiting higher levels of L2 grit and motivation were significantly more inclined to engage in self-assessment behaviors. These self-assessment practices, in turn, enhanced their willingness to communicate in English, confirming self-assessment as a vital psychological conduit. Moreover, when self-assessment was low or absent, the direct link between grit/motivation and communication willingness notably weakened, underscoring the necessity of self-awareness in language learning perseverance and engagement.
Importantly, the study emphasizes the dynamic and reciprocal nature of these constructs. The intricate feedback loops between motivation and self-assessment suggest that as learners become more confident and self-reflective, their motivational reservoirs deepen, fostering an upward spiral of engagement and communicative willingness. This dynamic model departs from unidirectional understandings of language acquisition by appreciating the fluid psychological interplay within learners’ internal ecosystems.
From an instructional standpoint, these findings advocate for the systematic incorporation of self-assessment techniques in EFL curriculum design. Educators and curriculum developers can leverage metacognitive training—encouraging students to critically evaluate their speaking, listening, reading, and writing skills—to enhance students’ grit and motivation indirectly while boosting their communicative confidence. Tools such as reflective journals, self-rating checklists, and peer feedback mechanisms emerge as potent pedagogical instruments aligned with this vision.
The implications resonate beyond classroom walls, especially in globalized contexts where English communication is indispensable for personal, academic, and professional advancement. Learners equipped with robust self-assessment skills not only navigate language challenges more effectively but also develop resilience—the hallmark of grit—and sustained motivation, culminating in greater sociolinguistic integration. This outcome is particularly vital for learners in non-English-speaking countries where autonomous language learning remains the norm due to limited immersive opportunities.
The significance of this research also extends to language assessment policies at institutional and governmental levels. Understanding the psychological pathways that boost willing communication may aid in designing more holistic and learner-centered assessment frameworks that transcend mere proficiency testing. Emphasizing self-reflective competencies and motivational constructs alongside traditional metrics could revolutionize assessment strategies, aligning them more closely with the goal of functional language use.
Future research trajectories inspired by Shahrokhi and Dehaghani’s work may investigate longitudinal patterns of self-assessment, grit, motivation, and willingness to communicate. Such studies could illuminate how these factors evolve over extended periods of language exposure and practice, potentially mapping developmental phases or identifying critical intervention points. Additionally, expanding the research scope across diverse linguistic and cultural contexts would validate and refine the universality of the proposed mediation model.
In conclusion, this pioneering study by Shahrokhi and Dehaghani marks a pivotal advance in the field of SLA by intricately unveiling the mediating power of self-assessment within the psychological framework of L2 grit, motivation, and willingness to communicate. It challenges educators, researchers, and policymakers to reconceptualize language learning success as a multifactorial, self-regulated process rather than a passive acquisition. By prioritizing metacognitive self-evaluation strategies, stakeholders can empower learners to not only aspire toward but actively realize communicative competence in English, fostering deeper engagement, resilience, and ultimately, language fluency.
Subject of Research:
Mediating role of students’ self-assessment in the relationships among English as a Foreign Language (EFL) students’ second language (L2) grit, motivation, and willingness to communicate.
Article Title:
Mediating role of students’ self-assessment in the relationships among EFL students’ L2 grit, motivation, and willingness to communicate.
Article References:
Shahrokhi, M., Dehaghani, F.J. Mediating role of students’ self-assessment in the relationships among EFL students’ L2 grit, motivation, and willingness to communicate. BMC Psychol 13, 1052 (2025). https://doi.org/10.1186/s40359-025-03414-4
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