# The Interplay Among Perceived Teacher-Student Rapport, Academic Engagement, and L2 Grit: A Structural Equation Modelling Approach

## TL;DR

This study shows how teacher-student relationships and engagement help students develop perseverance in learning a second language.

## Contribution

The study reveals academic engagement as a key mediator between teacher-student rapport and L2 grit in Iranian EFL learners.

## Key findings

- Teacher-student rapport and academic engagement both significantly predict L2 grit.
- Academic engagement mediates the relationship between teacher-student rapport and L2 grit.
- Supportive interactions and engagement foster resilience in second language learning.

## Abstract

The positive role of grit (perseverance and passion for long-term goals even in the face of setbacks) in language learning outcomes is well-documented in the academic literature. However, a significant gap remains in understanding the factors that contribute to the development and enhancement of second language (L2) grit.

The present study explored the interplay among perceived teacher-student rapport, academic engagement, and L2 grit from the perspective of Iranian EFL learners. More specifically, the predictive role of teacher-student rapport and academic engagement in Iranian EFL learners’ grit was probed. Additionally, the mediating role of academic engagement in the relationship between teacher-student rapport and L2 grit was examined.

To this end, 397 Iranian undergraduate and graduate students were selected using snowball sampling from different universities in Iran. Structural equation modelling (SEM) was used to analyse the data.

Both teacher-student rapport and academic engagement were significant predictors of L2 grit, with engagement identified as the strongest predictor. Moreover, academic engagement served as a mediating variable in the relationship between teacher-student rapport and L2 grit, underscoring its pivotal role in cultivating learners’ perseverance and passion for second language acquisition.

The findings suggest that positive emotions and supportive social interactions enhance cognitive and behavioural capacities, thereby fostering a more resilient approach to learning. Relevant implications and suggestions for future research are discussed.