Examining the Interplay of Grit, Classroom Emotions, and Willingness to Communicate Among Chinese as a Second Language Learners: A Structural Equation Modeling Approach.

This study investigates the relationships among Chinese as a second language (CSL) learners' second language (L2) grit—specifically perseverance of effort (POE) and consistency of interest (COI)—foreign language enjoyment (FLE), boredom, and willingness to communicate (WTC) in classroom settings, grounded in positive psychology (PP). Surveying 202 CSL learners from eight Chinese universities, the research found that POE positively predicts L2 WTC both directly and indirectly through FLE, which partially mediates this relationship, while COI does not significantly predict WTC. Boredom was negatively associated with grit components but did not significantly predict WTC. These findings highlight the importance of fostering perseverance and positive emotions to enhance CSL learners' willingness to communicate, offering implications for educators to create engaging and supportive learning environments tailored to diverse learner needs.