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In China, foreign language instruction is prevalent at all levels of schooling. Despite the continuous advancement of curriculum reform and diversified forms of academic performance evaluation, examination results are still deemed an essential reference for students to graduate and enter higher Education. High English test scores are thought to be reflective of their English learning success (Dong et al. 2022; Alrabai 2022). In view of the place of English in various examinations and job hunting, exploring variables that enhance learners’ English language performance is a subject of much interest for second language acquisition (SLA) researchers.

Recent years have witnessed the flowering of Positive Psychology (PosPsy), which has breathed new life into applied linguistics. A “positive renaissance” (Lee & Lee 2021; MacIntyre & Gregersen 2012) occurs in the SLA domain, providing a good framework for studying individual differences (IDs) among foreign language learners. Instead of focusing solely on abnormalities, disorders, mental illnesses, and their treatment, positive psychology advocates a holistic view of individuals and a commitment to the fulfillment, prosperity, and development of humankind (MacIntyre et al. 2016; MacIntyre 2016; Seligman & Csikszentmihalyi 2000). According to Seligman and Csikszentmihalyi (2000), three pillars underlie PosPsy: positive experiences (including emotions), positive character traits, and positive institutions.

Of all the personality traits that concern SLA researchers, grit is the most favoured (Teimouri et al. 2020). It implies a spirit of perseverance and never giving up, which is necessary to cope with setbacks, frustrations, and failures in language learning. The US Department of Education proposes that grit, tenacity, and perseverance are critical to students’ success in the 21st century (Sri International 2018). Existing research has also revealed the vital link between grit and ideal second language (L2) learning, as reflected in its enhancement of students’ motivation for language learning (e.g., Changlek & Palanukulwong 2015; Giordano 2019; Lan et al. 2021), increased willingness to communicate (WTC) in the second language (e.g., Lee 2020; Lee & Drajati 2019; Lee & Hsieh 2019) and improvement of language performance (e.g., Guan Qun et al. 2015; Teimouri et al. 2020; Sudina & Plonsky 2021b; Wei et al. 2019). Taken together, the results of these studies suggest that grit has an impact on language achievement, further highlighting the need for additional investigations on it.

1.2 Significance of the Research

It is a good practice to investigate the influence of English learning grit and enjoyment on English performance among junior middle school students in China because it is of great significance in theory and practice. Theoretically, exploring grit and enjoyment in foreign language learning under the framework of PosPsy can add empirical research evidence to the role of these two positive psychological elements in the language domain. In addition, by probing into the impact of grit and enjoyment on Engli本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。