| The inclusion of insights from the discipline of Positive Psychology in second language learning research has shed light on the significance of positive emotions in influencing the L2 learning process. One of the recently emerging positive emotions is grit in, a trait characterized by perseverance and passion in pursuing long-term goals, including L2 learning. In particular, previous research has demonstrated the correlation between L2 grit and other learners’ individual characteristics, namely L2 willingness to communicate (WTC) and foreign language anxiety (FLA). However, there are mixed findings in regards to the actual of grit, with a majority of studies showing how the role of perseverance of effort (POE) seemed to consistently outcompete that of consistency of interest (COI). In addition, methodically, studies on L2 grit have been predominantly quantitative, implying that qualitative insights may offer more perspectives on the role of L2 grit. Therefore, through a mixed-method approach, this study attempts to investigate the correlation between L2 grit with L2 WTC and FLA among high school learners. This study also examines the role of teacher support in influencing the relationship among the variables. Finally, through a qualitative method, this study attempts to explore students’ perceptions towards their L2 grit and their teachers’ level of support towards the development of their grit. The findings show that L2 grit correlates with both L2 WTC and FLA, with POE more significant than COI in influencing L2 WTC. The teacher support, albeit not being a significant moderating variable, still positively contributed to the shaping of POE and L2 WTC. Correspondingly, the qualitative findings enriched the study by showing several characteristics shared by the gritty learners, namely learning initiatives, resilience, growth mindset, and reflective learning. The study also reveals what students considered supportive regarding their teachers’ behaviors: classroom motivation, positive classroom environments, and communicative task designs. Given the potential of L2 grit, both scholars and practitioners may look further into the application of L2 grit in the classrooms, maximizing its benefits for the students’ language learning. |