Vocabulary grit, task emotions, and behavioral engagement during after-class app-assisted vocabulary learning among Chinese university EFL learners

Abstract

Drawing on the Control-Value Theory (CVT), this study investigates the impact of vocabulary grit on behavioral engagement in AVL, with task enjoyment and boredom serving as mediators. A mixed-methods approach was employed, combining survey data from 102 Chinese university EFL learners with follow-up interviews from 10 participants. In addition, a domain-specific L2 vocabulary grit scale was developed for use in the study. Structural equation modeling (SEM) results indicate that vocabulary perseverance of effort (PE) strongly predicts behavioral engagement both directly and indirectly via task enjoyment. Vocabulary consistency of interest (CI) influences behavioral engagement primarily through its effect on task enjoyment. While task boredom negatively correlates with behavioral engagement, it does not significantly mediate the vocabulary grit-behavioral engagement relationship, suggesting the presence of coping mechanisms or external motivators. Qualitative findings further illustrate that students’ behavioral engagement is driven by a combination of perseverance of effort, interest, positive emotional reinforcement, and external motivational factors such as exams. These findings highlight the complex interplay between L2 grit, task emotions, and behavioral engagement in AVL. The study offers theoretical and pedagogical insights into fostering sustained engagement in AVL by enhancing perseverance, cultivating interest, and promoting positive emotions.