Grit and Willingness to Communicate in EAP Learning: Mediation of Engagement and Moderation of Perceived Teacher Enthusiasm

Compelling evidence has confirmed the relationship between grit and willingness to communicate (WTC) in general English learning. However, this dynamic remains unclear among English for Academic Purposes (EAP) learners. Additionally, scant scholarly attention has been paid to the indirect pathways underlying grit and WTC, particularly in the context of EAP learning, where both communicative risk and cognitive load are elevated. Drawing upon social cognitive theory, this study explored the interplay among grit, engagement, perceived teacher enthusiasm, and WTC in an EAP setting. Data were collected from 867 Chinese EAP learners (M_age = 22.40, SD = 0.86) through a composite questionnaire. Linear regression analysis showed that grit was positively associated with WTC in EAP learning. Mediation analysis revealed that engagement significantly mediated the relationship between grit and WTC. Furthermore, moderated mediation analysis demonstrated that teacher enthusiasm played a moderating role in this mediation effect. Specifically, the positive impact of engagement on WTC was more pronounced for students who perceived higher levels of teacher enthusiasm. These findings yield meaningful theoretical and pedagogical insights for EAP learning and teaching.