Modeling the impact of L2 grit on EFL learners’ core of self-assessment and foreign language anxiety

Abstract Learners’ personality traits and self-assessment have an essential role in their academic achievement the well-being of society. Although L2 grit core (CSA) attracted considerable attention educational research, few studies focused on impact boosting CSA managing foreign language anxiety (FLA). Drawing upon this existing research gap, present study set forth to test a structural model English as Foreign Language (EFL) university learners’ grit, CSA, FLA. The language-domain-specific scale (LDSGS), self-assessments questionnaire (CSAQ), Classroom Anxiety Scale (FLCAS) were administered 418 Iranian EFL learners. findings equation modeling (SEM) reflected contributions overcoming experienced anxiety. Furthermore, significant influence FLA was concluded. implications are raise awareness that can foster effective instruction assessment.