Given much attention associated with learner engagement in second language (L2) writing, an increasing body of studies has reported that learner engagement with feedback is a critical construct to enhance English as a foreign language (EFL) learners’ writing achievement. However, little research has been conducted to explore the predictive effect of grit and examine the mediating role of learner engagement with feedback in the relationship between grit and English writing achievement (EWA) in the underlying mechanism of L2 writing. Therefore, the current study aims to address these under-researched issues by investigating a mediation model of L2 grit, learner engagement with feedback, and EWA among English major students. The findings demonstrated that: (1) perseverance-of-effort variation in L2 grit predicted variance in learner affective, cognitive, and behavioral engagement, while the consistency of interest exerted a great influence on cognitive engagement; and (2) affective and behavioral engagement mediated the relationship between L2 grit and EWA. The results have notable pedagogical and practical implications for L2 teaching and learning.

中文翻译：

---

参与反馈重要吗？揭示学习者的参与度和毅力对英语学习者英语写作成绩的影响


鉴于学习者第二语言 (L2) 写作的参与度受到广泛关注，越来越多的研究报告称，学习者对反馈的参与度是提高英语作为外语 (EFL) 学习者写作成绩的关键结构。然而，很少有研究探索毅力的预测作用，并检验学习者参与反馈在毅力与英语写作成绩（EWA）之间关系中在二语写作的潜在机制中的中介作用。因此，本研究旨在通过调查英语专​​业学生的第二语言毅力、学习者对反馈的参与度和 EWA 的中介模型来解决这些研究不足的问题。研究结果表明：（1）L2毅力的努力毅力变化预示着学习者情感、认知和行为投入的差异，而兴趣的一致性对认知投入产生了很大影响； (2) 情感和行为参与调节了 L2 毅力和 EWA 之间的关系。研究结果对第二语言教学具有显着的教学和实践意义。