A closer look at the role of teacher emotional support, L2 grit, and burnout in foreign language achievement

BACKGROUND: Acquiring a foreign language (FL) is an enduring and challenging process which can be facilitated by a supportive learning environment, positive individual traits, and emotional well-being. To gain insights into how these factors shape FL learning, the study sought to explore the intricate interplay among environmental factors (i.e., teacher emotional support), personal traits (i.e., L2 grit), emotional well-being (i.e., foreign language learning burnout), and FL achievement. METHOD: We conducted a cross-sectional survey and recruited 1060 postgraduate EFL (English as a Foreign Language) learners using convenience sampling. Participants completed an online survey composed of scales measuring perceived teacher emotional support, L2 grit, and foreign language learning burnout. Their final course scores were used to assess FL achievement. Confirmatory factor analysis (CFA) was conducted to examine the construct validity of the measures. Structural equation modelling (SEM) was performed to test the hypothesized relationships among the variables. RESULTS: SEM results indicated that both teacher emotional support and L2 grit significantly predicted FL achievement, but only indirectly through FL learning burnout. In comparison of their predictive effects, consistency of interest (one facet of L2 grit) showed the largest effect on FL burnout and achievement, followed by perseverance of effort (the other L2 grit facet), with teacher emotional support demonstrating the smallest effect. Moreover, the mediation analysis revealed that only two burnout components (i.e., emotional exhaustion and reduced efficacy) showed significant mediating effects, with reduced efficacy emerging as the stronger mediator, while cynicism was not a significant mediator. CONCLUSION: The findings highlight the importance of teacher emotional support and L2 grit, especially consistency of interest, in alleviating FL learning burnout and improving FL achievement. Based on these findings, suggestions and implications for future studies are presented.