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      The role of English as a foreign language learners’ grit and foreign language anxiety in their willingness to communicate: Theoretical perspectives

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          Abstract

          Learners’ willingness to communicate in a foreign language is regarded as a critical issue in educational contexts, so the role of emotional factors in learners’ willingness to communicate has drawn the attention of investigators. This review investigated the studies on the relationship between English as a Foreign Language (EFL) learners’ grit, foreign language anxiety, and willingness to communicate. This review showed a significant relationship between learners’ grit and willingness to communicate. The earlier studies showed that gritty learners with incessant inspiring efforts are more likely to communicate in a foreign language. This review also indicated that lower anxious learners tend to have more willingness to communicate. Earlier studies also indicated that the theories, such as broaden-and-build, positive psychology, dynamic system, affective filter, and attentional control can justify the relationships between these constructs. Moreover, the study has some pedagogical implications and suggestions for teachers, learners, syllabus designers, material developers, teacher educators, policy-makers, and advisors. The ideas can improve their awareness of teachers’ willingness to communicate, grit, and foreign language anxiety in educational environments.

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          Most cited references108

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          Positive psychology: An introduction.

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            The role of positive emotions in positive psychology. The broaden-and-build theory of positive emotions.

            In this article, the author describes a new theoretical perspective on positive emotions and situates this new perspective within the emerging field of positive psychology. The broaden-and-build theory posits that experiences of positive emotions broaden people's momentary thought-action repertoires, which in turn serves to build their enduring personal resources, ranging from physical and intellectual resources to social and psychological resources. Preliminary empirical evidence supporting the broaden-and-build theory is reviewed, and open empirical questions that remain to be tested are identified. The theory and findings suggest that the capacity to experience positive emotions may be a fundamental human strength central to the study of human flourishing.
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              Grit: perseverance and passion for long-term goals.

              The importance of intellectual talent to achievement in all professional domains is well established, but less is known about other individual differences that predict success. The authors tested the importance of 1 noncognitive trait: grit. Defined as perseverance and passion for long-term goals, grit accounted for an average of 4% of the variance in success outcomes, including educational attainment among 2 samples of adults (N=1,545 and N=690), grade point average among Ivy League undergraduates (N=138), retention in 2 classes of United States Military Academy, West Point, cadets (N=1,218 and N=1,308), and ranking in the National Spelling Bee (N=175). Grit did not relate positively to IQ but was highly correlated with Big Five Conscientiousness. Grit nonetheless demonstrated incremental predictive validity of success measures over and beyond IQ and conscientiousness. Collectively, these findings suggest that the achievement of difficult goals entails not only talent but also the sustained and focused application of talent over time. (c) 2007 APA, all rights reserved.
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                Author and article information

                Contributors
                Journal
                Front Psychol
                Front Psychol
                Front. Psychol.
                Frontiers in Psychology
                Frontiers Media S.A.
                1664-1078
                14 September 2022
                2022
                : 13
                : 1002562
                Affiliations
                Faculty of Education, Northeast Normal University , Changchun, China
                Author notes

                Edited by: Lawrence Jun Zhang, The University of Auckland, New Zealand

                Reviewed by: Majid Elahi Shirvan, University of Bojnord, Iran; Yujiao Zhang, Xi’an International Studies University, China

                *Correspondence: Yan Shi, nenushiyan@ 123456163.com

                This article was submitted to Positive Psychology, a section of the journal Frontiers in Psychology

                Article
                10.3389/fpsyg.2022.1002562
                9516278
                b0e42a18-2c06-4516-b6da-a89d9aad2e28
                Copyright © 2022 Wang, Wang and Shi.

                This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

                History
                : 25 July 2022
                : 22 August 2022
                Page count
                Figures: 0, Tables: 0, Equations: 0, References: 110, Pages: 11, Words: 9597
                Categories
                Psychology
                Conceptual Analysis

                Clinical Psychology & Psychiatry
                efl learners,grit,foreign language anxiety,willingness to communicate,emotional factors

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