The inevitable advent of post COVID-19 era has facilitated the migration from online learning to blended learning, marking a “new normal” in tertiary education. Concerning students’ disengagement, and undesirable performance in such a complex educational context, personality traits (e.g. grit) are believed as crucial factors in developing learning engagement and attainment of English as foreign language (EFL) learners based on the trait activation theory. Though a myriad of previous studies have revealed the positive role of grit (i.e. perseverance and passion for long-term goals) in enhancing language competence in classroom settings before pandemic, the predicative effect of grit on EFL learners’ engagement and academic achievement in the blended learning environment still remains under-explored. To address this gap, the present research was in an attempt to investigate the impact of EFL learners’ grit on their learning engagement and academic performance in a blended language learning setting. In this study, a total of 402 students from a Chinese university were invited to participate in a 16-week English mandatory curriculum. The course was delivered in a blended learning environment where face-to face instruction in classroom and online learning activities on well-established learning management platforms (LMSs) were combined. Two questionnaires were employed to measure learners’ grit and engagement while students' score of final exam was adopted as the indicator of academic achievement. Subsequently, a structural equation model (SEM) was conducted to explore the mediating role of engagement between grit and academic achievement. The research results indicated that: i) EFL learners’ grit positively predicted their engagement; ii) EFL learners’ engagement positively predicted their academic achievement; and iii) EFL learners’ engagement partially mediated the link between grit and academic achievement. Based on the direct and indirect effects of grit on English learning performance, the current research provides pedagogical implications for college English teachers to utilize effective instructional methods, including setting sustainable learning goals for students, inspiring their learning interest and improving their awareness of persistence so as to increase learners’ level of grit in blended EFL education.

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Abstract Summary
The arrival of the post-pandemic era has led to the shift from online to blended learning, named as “new normal”. Along with students’ adversity in such blended learning settings, the role of personality traits, especially grit, in promoting language learning performance remains crucial yet under-explored. To address this issue, the current study aims to investigate the relationship among grit, engagement and academic achievement in a blended English learning context based on trait activation theory. 402 students from a Chinese university were enrolled in the study. They participated in a 16-week mandatory English curriculum delivered through a blended learning approach with online practice on learning management systems (LMSs) merged into face-to-face instruction. By conducting a structural equation model (SEM), the findings indicated that engagement partially mediated the link between grit and achievement. The current research suggests setting sustainable learning goals, inspiring interests and promoting persistence in post-pandemic EFL instruction.

Authors:
Bowen Jing, Beijing University of Posts and Telecommunications, China
Yanqing Yi, Beijing University of Posts and Telecommunications, China
Lin Luan, Beijing University of Posts and Telecommunications, China

About the Presenter(s)
Bowen Jing is a postgraduate student at the School of Humanities at Beijing University of Posts and Telecommunications. Her research interests include technology-enhanced language learning and online learning engagement.

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