L2 Writing Grit Among Vietnamese University EFL Learners: Differences by High School Background and English Learning Goals

Abstract

While current literature commonly explores writing motivation in the second language (L2) with a focus on Western-based populations, the lack of empirical studies about non-English major learners in the expanding circle countries like Vietnam is quite apparent, representing an important research void. To fill the research void, this study explores descriptive levels of writing grit among non-English majors and how these levels differed based on various high school background characteristics and learning English purposes. Using a quantitative cross-sectional approach, 236 English as a foreign language (EFL) learners at Vietnamese universities were assessed using the 8-item L2 Writing Grit Scale. The results revealed moderate-to-high levels of writing grit (M = 3.90, SD = 0.69) in tandem with perseverance of effort (M = 3.90, SD = 0.72) and consistency of interest (M = 3.89, SD = 0.70). One-way ANOVA showed statistically significant differences between groups, whereby students from specialized secondary schools had a significantly higher mean descriptive score (M=4.35) than those from general public schools (M = 3.34; F(2,233) = 93.84, p < .001, η²ₚ =.446). Also, statistically significant differences were found among primary reasons behind the need to learn English (F(3,232) = 45.34, p < .001, η²ₚ =.370) since the participants who aimed at studying abroad or working internationally (M = 4.26, M = 4.15, respectively) had a higher mean score of their writing grit than those who pursued obligatory graduation purposes (M = 3.16). Since this research was based on a cross-sectional convenience sample, such correlations cannot be used to ascertain causality. The results have some cautionary educational implications for higher education language teachers and curriculum designers in accommodating motivational diversity in mixed-level classes.