ERIC EJ1156469: Identifying and Building Grit in Language Learners

2017·0.18 MB·English

by  ERIC

KELLY KEEGAN
United States
Identifying and Building Grit
in Language Learners
In 2007, a group of researchers proposed the term grit to describe
a trait in people who have the diligence and endurance to keep
working for a goal in spite of various setbacks, such as extended
lengths of time to reach the goal, changing interests, or other
problems encountered along the way (Duckworth et al. 2007).
According to these researchers, accomplished and successful
people throughout history have had this grit trait that has set them
apart from other people.
An example of a well-known historical Currently, many educators feel that the
figure with grit is Thomas Edison. His research on grit points to an innovative
famous quote, “I have not failed; I’ve just way to produce higher-achieving students.
found 10,000 ways that won’t work,” If the claims about grit are valid, then
summarizes how he found great success developing students’ grit is as important as
through perseverance with his many developing their cognitive strategies and skills.
inventions. More recently, Chinese Furthermore, examining grit in language
entrepreneur Jack Ma is an example of a learning provides valuable insights into why
person with grit. He talks openly about some second- or foreign-language learners
failing his college entrance exam three times are more successful than others.
and receiving numerous job rejections,
including one for a job at a fast-food chain, Throughout my teaching experiences in
before he founded Alibaba, the world’s foreign-language settings as well as in
biggest online commerce company. In university intensive-English programs, I have
sharing his story, he encourages others to witnessed students with apparently strong
have grit and reminds them, “If you don’t language skills fail to become successful
give up, you still have a chance.” Another language learners over time, and I have
inspiring example of a person with grit is also witnessed students with initially weak
Malala Yousafzai, who in 2014, at the age language skills go on to become highly
of 17, became the youngest-ever winner of successful language learners. Perhaps these
the Nobel Peace Prize. Even after a life- differences are due, at least in part, to grit.
threatening assassination attempt in her
home country of Pakistan, Yousafzai refuses The purpose of this article is to investigate
to give up her passion for learning and grit: what it is, how it has been measured,
activism for educating females around the how it connects with research in the
world despite obstacles and opposition. second- and foreign-language field, and
She has had many experiences even in her how it can be applied and promoted in
young life that have built her grit. language-learning classrooms.
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The Grit Scale is a short, stand-alone measure of grit
in which individuals rate themselves on brief statements
about effort and interest over time.
BACKGROUND ON GRIT peers who did not make it to the top of
their career area as might be expected
The concept of grit originated in the field of (Duckworth et al. 2007).
psychology, which William James suggested
should address two basic questions: “First, Following the interviews, Duckworth et
what are the types of human abilities and, al. (2007) felt confident in suggesting that
second, by what diverse means do individuals grit was the quality shared by successful and
unleash these abilities” (cited in Duckworth outstanding leaders across domains, and they
et al. 2007, 1087). Duckworth et al. further clarified the term:
(2007) state that the first question has been
examined thoroughly in the field; however, We define grit as perseverance and
the second question is one psychologists passion for long-term goals. Grit entails
know little about. Therefore, Duckworth et working strenuously towards challenges,
al. (2007, 1087) began their investigation maintaining effort and interest over
by asking the basic question: “Why do some years despite failure, adversity, and
individuals accomplish more than others of plateaus in progress. The gritty individual
equal intelligence?” They assumed traits like approaches achievement as a marathon;
“creativity, vigor, emotional intelligence, his or her advantage is stamina. Whereas
charisma, self-confidence, emotional stability, disappointment or boredom signals to
physical attractiveness” and others would be others that it is time to change trajectory
included, but they were specifically seeking and cut losses, the gritty individual stays
a trait or traits that might be more important the course. (1087–1088)
than others and would be applicable to any
field (Duckworth et al. 2007, 1087). Once grit was clearly defined, the researchers
turned their focus to developing an effective
Before making an initial hypothesis, the measure of this trait, which came to be
researchers interviewed a broad range of known as the Grit Scale, “a brief, stand-alone
“professionals in investment banking, measure of grit” in which individuals rate
painting, journalism, academia, medicine, themselves on statements about “focused
and law,” asking each of them what traits effort and interest over time” (Duckworth
they thought distinguished successful et al. 2007, 1089). The resultant self-report
people in their field (Duckworth et al. questionnaire requires individuals to score
2007, 1088). They noted patterns among themselves on a “5-point scale from 1 =
the participants’ responses; namely, it was Not at all like me to 5 = Very much like me”
consistently revealed that the successful (Duckworth et al. 2007, 1090). Duckworth
people in a variety of fields exhibited et al. (2007) conducted six studies using the
“perseverance and passion for long-term scale with different groups, examining grit
goals” (Duckworth et al. 2007, 1087). in relation to factors such as age, education,
In fact, many participants were in awe of and grade point average. With two groups
their less-gifted peers who were able to of West Point military cadets, the Grit Scale
sustain their dedication to a field to become predicted “first summer retention” better
successful; likewise, many participants than the military’s own complex evaluations
were surprised at some seemingly talented (Duckworth et al. 2007, 1098). Through
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several additional studies and analyses, an context of second- or foreign-language
amended Grit Scale reaffirmed that it was a learning. Examining grit in language learners
better predictor of success than IQ and other could provide insights in the field of language
tests (Duckworth and Quinn 2009). acquisition and help to foster higher-achieving
language learners. Becoming effective
Furthermore, Duckworth and Gross (2014) communicators in their second or foreign
describe the distinction between self-control language is the long-term goal of most
and grit in reaching goals. According to the language learners. One can hypothesize that in
researchers, a person with self-control has order for learners to achieve this challenging
the ability to choose between two competing goal, a great deal of grit is needed.
ideas to reach a desired objective. For a
self-controlled English language learner,
CONNECTION OF GRIT TO SECOND- AND
that might mean choosing to finish grammar
FOREIGN-LANGUAGE RESEARCH
homework over playing Frisbee with friends
one afternoon. Gritty English language Characteristics of grit have been examined
learners will not only choose to finish the in the second- and foreign-language learning
grammar homework that afternoon, but if context indirectly, but second-language (L2)
they spill coffee on it later or accidentally researchers have not yet utilized specific
delete it, they will redo it all so as not to miss research on grit or the Grit Scale to measure
a homework deadline the next morning. In grit in language learning. Nevertheless, a
other words, gritty language learners would review of L2 research reveals that certain
have the ability to, when met with setbacks, characteristics and features of grit were
respond with “an active search for—or even addressed decades ago. The landmark report
invention of—viable alternatives” (Duckworth about good language learners by Naiman et al.
and Gross 2014, 322). (1978) was intended to correlate successful
language learning with aptitude, personality
traits, and attitudes and motivation; I use
GRIT IN MAINSTREAM EDUCATION
those characteristics to guide the following
Recently, mainstream educators across the discussion, which highlights grit’s connection
United States have responded to the research with past L2 research.
on grit, and as a result, many schools now
include grit as a part of their character- Aptitude
development programs alongside other positive Intelligence and aptitude were among the first
traits like “self-control, social intelligence, factors likely to affect L2 language learning,
gratitude, optimism, and curiosity” (Tough according to Naiman et al. (1978). However,
2011, 5). For example, school districts in a study of highly proficient adult language
California have moved forward to test students learners found that aptitude for language
on social–emotional skills related to grit, such learning was not necessarily an important
as “self-control and conscientiousness” (Zernike factor in learners’ overall achievement
2016, 1). Educators are also discussing how to (Naiman et al. 1978). In fact, a majority of the
develop grit, and some agree that learning how study participants did not consider themselves
to deal with failure is a necessary component to have a talent for learning languages; rather,
(Tough 2011). Tough (2012) uses applicable the participants felt they had determination
stories from children and innovative educators and strong motivation for learning.
to illustrate how important it is for parents and
schools to teach children character qualities There has been a revival of interest in
that include grit. aptitude over the last decade or so; currently,
researchers are considering aptitude within
Although psychologists and mainstream a more dynamic construct that “is composed
educators are looking at grit, it has yet to of different subcomponents, all of which are
be examined and discussed in the specific necessary for language learning” (Sparks et al.
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Understanding the factors that connect grit to
language learning should be of great interest and
value to all language teachers.
2011, 253). One subcomponent of language worked to refine and expand the definition
aptitude may, in fact, be grit. of L2 motivation. Some of these expansions
provide further support for grit.
Personality traits
Second-language researchers have previously Crookes and Schmidt (1991) argue that the
explored language learners’ personalities topic of motivation should be expanded
in attempts to find common characteristics beyond discussions about student attitudes
or traits among successful learners. Naiman toward language learning, and they cite Maehr
et al. (1978) asked participants about their and Archer’s (1987) behavioral psychology
feelings during their language-learning research about the following four important
experiences, and all listed similar feelings of features of motivation: direction, persistence,
frustration, discouragement, and uncertainty. continuing motivation, and activity level.
Interestingly, when participants were Combined, these behaviors provide a well-
asked how they dealt with these feelings, rounded description of grit.
“persistence” was the key word they used; one
responded, “Persist! There’s lots of plateaus Additionally, the importance of goal-setting is
… just keep on going ... try more, until it addressed in Naiman et al.’s (1978) research.
happens” (Naiman et al. 1978, 13). In their They found that good language learners
results, Naiman et al. (1978, 17) describe had positive attitudes toward language
a good language learner as one who “also learning despite varied reasons for learning
finds ways to overcome obstacles, whether a language; for example, when students
linguistic, affective or environmental.” were “asked which language they would
like to learn, many subjects also mentioned
Persistence over time despite setbacks and specific goals” (Naiman et al. 1978, 9).
obstacles, as discussed previously, is a key Furthermore, Oxford and Shearin (1994)
component of grit: “The gritty individual indicate that motivation and performance may
not only finishes tasks at hand but pursues a be closely related to learners’ accepted goals.
given aim over years” (Duckworth et al. 2007, Therefore, they recommend that more time
1089). Although Naiman et al. (1978) did not be spent on setting goals in the L2 classroom;
explicitly note the length of time it took their interestingly, this recommendation regarding
participants to become proficient in their L2, goal-setting is also a key component of grit:
it can be assumed that it was a long process namely, striving for long-term goals.
over an extended period of time. Thus, it
seems the participants in the study showed It is apparent that some aspects of grit have
high levels of grit. already been addressed in relation to language
learners’ aptitude, personality traits, and
Attitudes and motivation motivation and attitudes. The measurement of
Another factor likely to affect language grit in the L2 field is new, but the factors that
learning is the attitude and motivation of make up grit are, in fact, not. Understanding
the learner. Since the foundational studies of the important role that grit has in overall
Gardner and Lambert (1959) in the 1950s, success and the factors that connect grit to
learner motivation has received ample language learning should be of great interest
attention from L2 researchers who have and value to all language teachers.
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TEACHING IMPLICATIONS OF GRIT your pronunciation this semester” instills an
idea that the student is in control of his or her
The process of identifying how grit fits into own success. This is a concept called active
L2 research would benefit from further constructive responding (sometimes referred
discussion, debate, and modification by L2 to as ACR), which gives “both the deliverer
researchers and professionals. In the process, of good news and the listener a positive
language teachers should consider how to outcome” (Neutrino 2012). Also, by adding
foster grit in learners with the hopes of the small word yet when discussing students’
producing more-successful language learners. skills (“You haven’t mastered the past tense
If Duckworth et al.’s (2007) claims about yet … ”), teachers send a clear message to
grit are indeed valid, then grit has serious students that their skills will grow and develop
implications for all teachers, particularly with hard work. Students should know that
language teachers. if they persist and set goals, they have the
capability to reach those goals.
Strengthening grit in language learners
First and foremost, language teachers and In addition, teachers should praise those
students should understand that grit has students who boldly “fail” in front of others.
value for all individuals, at all levels, all ages, For example, if a student raises his or her hand
all abilities, and in all contexts, including and answers incorrectly in front of the whole
English as a second or foreign language and group, the teacher could respond, “That’s not
English for specific purposes. Teachers can the correct answer, but thank you for being
explain to their students that being labeled brave and volunteering to share your answer.
“talented” or “gifted” in language learning Would you like to try again?” By allowing the
does not necessarily predict their success. In student to try again and praising the student’s
fact, it may hurt their success if those students effort, the teacher is letting all students know
think they will not meet challenges or do not that errors and disappointment are acceptable
need to persist through setbacks. All students and normal, and that they can be overcome. It
should be told that what they may lack in is important for students to feel comfortable
language-learning ability can be made up for enough to take risks inside the classroom.
with focus, hard work, and persistence— Once students feel comfortable, teachers can
otherwise known as grit. address ways that students can overcome their
language-learning obstacles.
Teachers should avoid language that labels
students’ skills as fixed, and they should Another way that grit can be strengthened
praise risk in the classroom. Using the terms in language learners is through creative,
“good at” and “bad at” when talking about teacher- or student-led activities relating to
a student’s skills can make the student feel the challenges students face throughout their
that his or her language ability is fixed, or language development. For example, the
unchangeable. Comments like, “You’re good Why English? Comics for the Classroom resource
at pronunciation!” may make students feel that (at https://americanenglish.state.gov/
their learning is out of their control when, resources/why-english-comics-classroom)
in fact, they need to feel in control to sustain can be integrated into a lesson. Many comics
their effort and interest over time. On the in this resource, including “Do You Speak
other hand, offering a comment like, “I’ve English?” and “Opportunities,” address
noticed how hard you’ve worked to improve common challenges and specific goals of
Teachers should avoid language that labels students’ skills
as fixed, and they should praise risk in the classroom.
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Language teachers should make grit a buzzword
in their classrooms.
learning English. Your students might relate This kind of activity should not be completed
to these stories, or these stories could be a at the beginning of the course like a typical
springboard for discussing specific challenges goal-setting activity, but rather toward the
in a different culture or context. The middle of the course or after students have
students could even create their own comics, become familiar with language-learning
illustrating their specific challenges and how strategies. For younger or lower-level
to be gritty. students, this activity could be illustrated
through pictures rather than words. Another
Overcoming setbacks and planning for option is to have students role-play their
success goals using the WOOP method in small
Having students create plans in the form of groups or for the whole class. Consistent
“If … then” statements that link setbacks reminders of students’ goals should be
with ways to overcome them is one practical integrated into lessons throughout the
application cited in Tough (2012). This idea course, so students are constantly motivated
incorporates Oettingen’s (2014) acronym by their “wish” and “outcome.”
WOOP (Wish, Outcome, Obstacle, and
Plan) to teach students how to recognize and Language teachers should make “grit” a
confront obstacles and be successful learners. buzzword in their classrooms. Reading and
For example, in the Wish step, students state reflecting on true stories from gritty world
something they truly wish to accomplish; in figures, such as Jack Ma and Apple cofounder
the Outcome step, students state the best Steve Jobs, offer examples of how success
possible result from accomplishing that goal; can come from failure or setbacks. Asking
in the Obstacle step, they think of an obstacle students to reflect on a time in their past
that might block them from accomplishing when they had committed to something,
their goal; and in the last step, Plan, students even though it was difficult, and completed
identify what they can do to surmount that that task successfully could easily link to a
obstacle and frame it as a problem with discussion about how that same grit applies
a solution, in the form of an “If … then” to their language learning. Students can also
statement (Character Lab 2017). demonstrate experiences of grit through
presentations, comics, or role plays.
For example, an English language learner
“wishes” to have a fluent conversation in Language teachers could also bring in guest
English with a classmate who does not share speakers, including former students, or share
an L1. The learner visualizes the “outcome” their own language-learning experiences
as forming a wonderful friendship with the that highlight the difficult practice, struggles,
classmate. The student imagines “obstacles” failures, and personal grit during their
like the rate of speech of the classmate, an own process of language learning. I have
unfamiliar accent, or lack of vocabulary often shared with my students a story
knowledge, any of which might make having about an emotional breakdown in a Korean
a fluent conversation difficult. The student’s coffee shop because the cashier could not
“plan” might look something like this: “If my understand my order (in Korean). That was
classmate speaks too fast, then I will ask her a moment of failure and frustration, but it
to slow down or repeat herself politely. If I did not stop me from going into that coffee
don’t know the vocabulary words, then I will shop another day and attempting to order
ask the meaning and study those words later.” again in Korean.
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Having a discussion with students that allows them
to identify their long-term language goals is important.
Setting long-term language-learning goals as step-by-step projects, end-of-semester
Another essential component for building grit portfolios, and draft-and-revision tasks,
in the classroom is for teachers and students naturally require reflection and sustained
to understand that becoming proficient in effort over time, which help language
a language must be a long-term goal that learners practice persistence. Additionally,
will likely take years to achieve. Having a before giving an assignment, teachers
discussion with students that allows them should let learners predict how hard the
to identify their long-term language goals is task will be to complete, how hard they
important, especially for students enrolled in will need to work, and whether they will
intensive study programs. Language learners enjoy it or not. After students complete the
(and likely their parents) looking for a quick task, allow time for them to review their
fix must understand that there are no miracle predictions and consider the amount of
methods or programs that can produce effort and knowledge that went into
completely proficient learners in just a few completing that task. Reflections can be
months. Instead, students need to set realistic, recorded through large- and small-group
specific, and personalized long-term goals for sharing or journaling.
their language learning with a realistic time
frame in mind. Maintaining high expectations
Finally, teachers should maintain high
For example, a student-produced goal expectations in their classrooms. It is often
that reads, “I will be fluent in English by hard for teachers to watch their students
the end of the semester” is unrealistic and temporarily “fail,” but this should not result in
vague. To make that goal more meaningful the lowering of standards. Lowering standards
and effective, a teacher could guide that will not build grit in learners. Teachers
student to produce a realistic, specific, and should instead encourage students to keep
personalized goal such as, “I will be able to trying and persisting. One poor grade on
order in my favorite restaurant in English an exam should not discourage students but
without any confusion or translation,” or “I rather, with knowledge about grit, motivate
will be able to comprehend Voice of America them to persevere. It must be stressed that
news articles and discuss those topics with experiencing how to overcome setbacks is the
my classmates and friends.” most important factor if they want to meet
their language-learning goals.
Integrating more learner reflection with all
classroom activities or assessments can help
CONCLUSION
build grit. Assessments that are alternative
in nature and more process-oriented, such The recent research on grit offers language-
learning researchers an exciting new angle
to add to the discussion about why some
Integrating more learner language learners might be more successful
than others. Further discussion and
reflection with all classroom
investigation in order to clearly identify grit’s
activities or assessments can role in the language-learning field, specifically
in relation to learner characteristics, would
help build grit.
be of great benefit. Meanwhile, language
instructors of all levels, ages, and contexts
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can use this knowledge about grit to foster ——. 2012. How children succeed: Grit, curiosity, and
it in their language classrooms and in their the hidden power of character. New York: Houghton
Mifflin Harcourt.
learners. As Duckworth and colleagues would
Zernike, K. 2016. “Testing for joy and grit? Schools
be sure to agree, the grittier the language
nationwide push to measure students’ emotional
learner, the better!
skills.” The New York Times, February 29, 1–4.
http://www.nytimes.com/2016/03/01/us/testing-
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