Exploring L2 Grit as a Predictor of Feedback-Seeking Behavior Across Proficiency Levels: A Study of Iranian EFL Learners in Online Classes

The question of why some EFL learners actively seek feedback while others avoid it is an important issue in foreign and second-language learning. While some studies have investigated grit and feedback-seeking behavior (FSB) separately, there is limited research on their relationship in online EFL settings. The present quantitative correlational study, supported by structured classroom observation, investigated whether L2 grit could predict FSB among 69 Iranian EFL learners studying in online language institute classes. The study also examined whether L2 grit and FSB differed across three proficiency levels: elementary, intermediate, and advanced. Data were collected through two validated questionnaires and systematic observation of online classes. The results of multiple regression and MANOVA analyses showed that the consistency of interest significantly predicted teachers' feedback monitoring and feedback inquiry. Perseverance of effort, however, predicted only teachers' inquiries. In addition, L2 grit differed significantly across proficiency levels. Advanced learners reported higher levels of grit. However, FSB did not differ significantly across the three groups. The results of the observational study revealed that learners used feedback monitoring more than direct feedback. The results of this study can contribute to a better understanding of the relationship between motivational aspects, such as grit, and FSB in online EFL settings. The findings of this study can assist stakeholders who want to promote learner grit and more active engagement in the classroom.