The Interplay Among L2 Grit, L2 Motivation and Self-Perceived English Proficiency: A Study on Myanmar Undergraduates

Abstract

This study explored how Myanmar undergraduates’ language learning (L2) grit, L2 motivation, and self-assessed proficiency in English are related. The study was conducted in a Myanmar context, involving tertiary students from a public university. It consisted of two phases. The initial qualitative phase elicited data from eight participants, whereas the follow-up quantitative phase collected data from 336 students. Thematic analysis of focus group interviews revealed that the participants were gritty L2 learners, guided by intrinsic and extrinsic L2 motives. The quantitative results confirmed their high L2 grit and L2 motivation. Correlation analysis evidenced that their L2 grit and L2 motivation were positively and significantly related to their self-assessed English proficiency. ANOVA results documented that effort (η2 = 0.24, p < 0.001) and interest (η2 = 0.22, p < 0.001) variables had significant effect sizes on the variance of participants’ self-reported English proficiency. Regression analysis revealed that L2 grit (β = 0.49, p < 0.001) and L2 motivation (β = 0.24, p < 0.001) significantly predicted the participants’ self-evaluated English proficiency. The findings indicate what roles L2 grit and L2 motivation play in L2 learning in this group of learners. L2 educators should realize the contribution of L2 grit in L2 learning and apply L2 grit and L2 motivation integrating strategies to enhance their students’ L2 attainments.