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e present study examined whether English learning grit (ELG) mediated the influence of English learning enjoyment (ELE) on English learning performance (ELP). The main findings are as follows through a series of statistical analyses and interviews.

First, participants’ responses showed that their overall ELG, ELE and their respective sub-components were at high levels. 

In addition, concerning the correlations of the three variables as a whole, it was found that ELG, ELE and ELP were significantly and positively associated. More precisely, there was a strong positive correlation between junior high school students’ ELG and ELE, a moderate positive correlation between their ELG and ELP, and a weak positive correlation between their ELE and ELP. As regards the relationship among internal dimensions of ELG and ELE, the perseverance of effort (PE) facet of ELG was detected to have a strong positive correlation with ELE-private, which was also the highest of all, followed by a moderately high positive correlation between consistency of interest (CI) and ELE-private. In addition, PE and ELE-atmosphere also exhibited a significant moderate positive correlation, whereas the remaining subconstructs (i.e., ELE-teacher and PE, ELE-teacher and CI, ELE-atmosphere and CI) all displayed a significant, albeit low positive correlation with the association between ELE-teacher and CI being the lowest. With respect to the correlation between ELP and the internal structures of ELG and ELE, there was a significant moderate positive relation between ELP and PE and between ELP and ELE-private. The rest of the variables (ELP and CI, ELP and ELE-teacher, and ELP and ELE-atmosphere) all had a significantly positive association with each other with a small effect size, among which the link between ELE-atmosphere and ELP was the lowest. Furthermore, ELE and its two facets statistically predicted ELG. ELG and its internal structures and ELE were significantly predictive of ELP. 

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