LANGUAGE ATTITUDE AND L2 MOTIVATIONAL SELF-SYSTEM: THE MEDIATING EFFECT OF L2 GRIT

Auldrey Angel Labasano, Christine Faye T. Pasinabo, Jeff Leizter F. Plana, John Harry S. Caballo

Abstract


This study aimed to determine the relationship between the level of language attitude and L2 motivational self-system as mediated by L2 grit among College of Teacher Education (CTE) students at the University of Mindanao, Davao City, Philippines. This quantitative study utilized the descriptive-correlational design and stratified random sampling as its method. This study gathered a total of 313 respondents across year levels. The validated adapted questionnaires were used in gathering the data, with mean, standard deviation, Pearson r correlation, and mediation analysis as the statistical tools. Results revealed that the levels of language attitude, L2 motivational self-system, and L2 grit were all high. Also, the findings showed a significant relationship between language attitude and L2 motivational self-system, language attitude and L2 grit, and L2 motivational self-system and L2 grit. Mediation analysis further revealed that L2 grit partially mediated the relationship between language attitude and L2 motivational self-system, showing that learners’ persistence and sustained effort have an essential role in improving their motivation in language acquisition. These findings suggest that language learning should not only encourage positive learner attitudes but also promote grit and long-term commitment to strengthen motivation. Teachers and curriculum developers should integrate strategies like interactive, culturally enriched tasks, goal-setting interventions, and formative feedback to improve learners' emotional involvement, resilience, and self-regulated learning for better language achievement.

 

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education, language attitude, L2 motivational self-system, L2 grit, mediating effect, Philippines

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