Can grit be perceived and regulated? A mixed-methods exploration of English learners’ metacognitive awareness of grit and its impact on achievement and self-efficacy

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Metacognition, the ability to understand and regulate one’s cognitive processes, is recognized as a key factor in effective English as a foreign language (EFL) learning. It involves both an awareness of the cognitive demands of tasks and the ability to manage these tasks to achieve specific outcomes. Similarly, grit, defined as perseverance and passion for achieving long-term goals, has emerged as a significant predictor of success in English learning. However, the relationship between metacognition and grit remains largely unexplored, especially how learners perceive and regulate their grit at a metacognitive level. This study addresses this gap by adopting a mixed-methods approach, combining semi-structured interviews and questionnaires to examine English learners’ metacognitive awareness of grit, their regulation strategies, and the potential effect on learning outcomes and self-efficacy. Results from the qualitative interview unearth deep and nuanced understanding of the metacognitive awareness of grit mechanism, which can be corroborated (or contrasted) by findings from the quantitative phase with data from large samples and statistical analysis. Findings suggest that learners’ metacognitive awareness of grit often operates implicitly, with many participants unaware of these underlying processes. Despite this, learners reported employing deliberate strategies to regulate their grit, such as setting intermediate goals, self-monitoring progress, and seeking external support when English learning grit waned. These strategies were found to significantly improve both English language performance and self-efficacy, suggesting a strong link between grit regulation and positive educational outcomes. The study highlights the need for greater awareness and explicit instruction in metacognitive strategies to enhance learners’ ability to harness grit effectively. Implications for language teaching practices, study limitations, and potential directions for future research are discussed, offering a comprehensive understanding of this emerging intersection.