The mediating effects of online learning engagement on the relationship between Chinese university students’ L2 grit and their English language achievement

L2 grit is widely regarded as an important personality trait in second language acquisition (SLA). However, SLA researchers still hold controversial beliefs about the predictive effects of two facets of L2 grit (i.e., perseverance of effort [POE] and consistency of interest [COI]) on language achievement. To address this issue, this study proposed a mediational model based on the Trait Activation Theory (TAT), with the aim of unveiling the intricate relationships among L2 grit (i.e., POE and COI), learning engagement (i.e., cognitive, behavioral, emotional and social engagement) and English language achievement (ELA) in online English as a foreign language (EFL) learning environments. A total of 415 university students in China participated in the study. The results of structural equation modelling (SEM) analysis confirmed that both POE and COI significantly and positively predicted EFL learners' behavioral, emotional and social engagement in online learning. Compared to the COI facet, the POE facet of L2 grit demonstrated superior predictive power with regard to students' cognitive engagement. The four subtypes of online learning engagement also partially mediated the link between the two components of L2 grit and ELA. This study contributes to the current knowledge base by highlighting the equally important roles of both facets of domain-specific L2 grit (i.e., POE and COI) in relation to L2 achievement in an online setting. Pedagogically, it is suggested that EFL instructors embrace new pedagogical practices and instructional technologies to cultivate students’ L2 grit and foster more effective online learning.