Volume 30 Number 2, Special Issue: Emotional CALL Vocabulary grit, task emotions, and behavioral engagement during after-class app-assisted vocabulary learning among Chinese university EFL learners

Vocabulary grit, task emotions, and behavioral engagement during after-class app-assisted vocabulary learning among Chinese university EFL learners

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May 29, 2026, 11:04 p.m.
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June 1, 2026, 9:51 p.m.
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June 1, 2026, 9:51 p.m.
access-status:
open.access
bitstream:
[['https://scholarspace.manoa.hawaii.edu/bitstreams/59f23756-ef4f-4304-8073-0a638d6bdeb2/download', '30_02_10125-73687-v2.pdf']]
bitstream_txt:
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collection:
Volume 30 Number 2, Special Issue: Emotional CALL
contributor.author:
Li, Banban Teimouri, Yasser Mao, Shenglan Wang, Na
contributor.editor:
Kruk, Mariusz Pawlak, Mirosław
date.accessioned:
2026-05-29T23:03:58Z
date.available:
2026-05-29T23:03:58Z
date.issued:
2026-06-01
description.abstract:
Drawing on the Control-Value Theory (CVT), this study investigates the impact of vocabulary grit on behavioral engagement in AVL, with task enjoyment and boredom serving as mediators. A mixed-methods approach was employed, combining survey data from 102 Chinese university EFL learners with follow-up interviews from 10 participants. In addition, a domain-specific L2 vocabulary grit scale was developed for use in the study. Structural equation modeling (SEM) results indicate that vocabulary perseverance of effort (PE) strongly predicts behavioral engagement both directly and indirectly via task enjoyment. Vocabulary consistency of interest (CI) influences behavioral engagement primarily through its effect on task enjoyment. While task boredom negatively correlates with behavioral engagement, it does not significantly mediate the vocabulary grit-behavioral engagement relationship, suggesting the presence of coping mechanisms or external motivators. Qualitative findings further illustrate that students’ behavioral engagement is driven by a combination of perseverance of effort, interest, positive emotional reinforcement, and external motivational factors such as exams. These findings highlight the complex interplay between L2 grit, task emotions, and behavioral engagement in AVL. The study offers theoretical and pedagogical insights into fostering sustained engagement in AVL by enhancing perseverance, cultivating interest, and promoting positive emotions.
endingpage:
223
format.extent:
24 pages
identifier.citation:
Li, B., Teimouri, Y., Mao, S., & Wang, N. (2026). Vocabulary grit, task emotions, and behavioral engagement during after-class app-assisted vocabulary learning among Chinese university EFL learners. Language Learning & Technology, 30(2), 200–223. https://doi.org/10.64152/10125/73687
identifier.doi:
https://doi.org/10.64152/10125/73687
identifier.issn:
1094-3501
identifier.uri:
https://hdl.handle.net/10125/73687
number:
2
publicationname:
Language Learning & Technology
publisher:
University of Hawaii National Foreign Language Resource Center Center for Language & Technology
rights:
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
rights.uri:
https://creativecommons.org/licenses/by-nc-nd/4.0/
site_url:
/item/10125-73687/
startingpage:
200
subject:
app-assisted vocabulary learning vocabulary grit behavioral engagement task emotions
title:
Vocabulary grit, task emotions, and behavioral engagement during after-class app-assisted vocabulary learning among Chinese university EFL learners
type:
Article
volume:
30