Exploring Peer L2 Grit in Relation to Grit and Motivation

Grit has attracted considerable attention because of its positive association with second language (L2) learning; however, its socio‐contextual dimensions remain underexplored. Specifically, little is known about how learners’ perceptions of their peers’ perseverance and sustained interest in L2 learning, conceptualized in this study as peer L2 grit, relate to their own L2 grit. This study examined L2 grit from socio‐contextual and motivational perspectives by focusing on peer L2 grit, domain‐general grit, and motivational types within self‐determination theory. Questionnaire data from undergraduate English learners in Japan ( N = 232) were analyzed using multiple regression analyses. Results show that both domain‐general and peer L2 grit are positively associated with L2 grit, with peer L2 grit showing a stronger relationship. In addition, both domain‐general and L2 grit are positively associated with autonomous motivation (i.e., intrinsic motivation and identified regulation), although these associations were stronger for L2 grit. Our findings highlight peer dynamics as an important socio‐contextual factor associated with L2 grit and underscore the importance of L2 grit in relation to high‐quality autonomous motivation in L2 learning.