This study examined the relationship between second language (L2) grit, reading efficacy, reading enjoyment, and gains in standardized L2 reading performance among 66 Japanese university students. The participants received 20 sessions of reading strategy instruction over two semesters and completed questionnaires regarding L2 grit, reading efficacy, and reading enjoyment. Their TOEIC reading scores were compared before and after the instruction. The results showed that the consistency of interest component of L2 grit and reading efficacy significantly predicted TOEIC reading score gains. Although the perseverance of effort component of L2 grit was positively associated with reading efficacy and enjoyment, its effect on reading performance gains was indirect and mediated by reading efficacy. Reading enjoyment was not significantly related to reading performance gains. These results suggest that sustained interest and task-specific confidence play important roles in improving standardized L2 reading performance in instructional contexts.
Miki Satori (2026) studied this question.