Grit, future selves, and intended learning effort as predictors of L2 achievement: insights from path analysis and fsQCA approach

Foreign language (FL) learning is a lengthy and complex process that is permeated with diverse challenges, which require learners to possess grit, a clear vision of their future selves, and intended learning effort (ILE) to overcome any setbacks encountered during the learning process. However, there is a lack of studies examining how grit, future selves, and ILE jointly influence English language performance. Drawing on unidirectional path analysis and fuzzy-set qualitative comparative analysis (fsQCA), this study aims to unveil the intricate nexus among 283 undergraduates from a university in central China. The results reported two major findings: First, future selves and ILE statistically predicted L2 achievement, with the ideal L2 self (IS) and ILE emerging as positive predictors, and the ought-to L2 self (OS) emerging as a negative predictor. In contrast, grit did not directly predict achievement. Second, IS, OS, ILE, and grit are interrelated and can be configured in different ways to jointly predict L2 achievement. This confirms the complexity and multifaceted nature of language learning and offered new insights into variable-based relationship studies. It also provides both theoretical and pedagogical guidance for educators seeking to improve learning outcomes.