Modeling speaking performance in young learners of Chinese as a heritage language: The interplay of L2 grit, motivational intensity, and willingness to communicate

Abstract

Despite the growing attention to non-cognitive factors and their effects explored in studies inspired by Positive Psychology, there remains a scarcity of research examining how these factors impact young heritage learners’ language development in Chinese as a Heritage Language (CHL) learning, weakening the generalization of prior findings. Given the importance of speaking ability in developing communication skills and fostering language proficiency, this study investigates the interplay effects of L2 grit, motivational intensity, and willingness to communicate (WTC) on the L2 speaking performance among young CHL learners (N = 383), employing structural equation modeling (SEM). The findings indicate that 1) L2 grit, which encompasses perseverance of effort (PE) and consistency of interest (CI), significantly and positively predicts motivational intensity; 2) PE and WTC are direct predictors of speaking performance, whereas CI is not a direct predictor; 3) CI indirectly predicts speaking performance through the mediation of WTC; and 4) both PE and CI can positively predict speaking performance through the serial mediation of motivational intensity and WTC. The research concludes by presenting its implications for CHL educators and instructors in designing tailored approaches to enhancing young learners’ speaking skills within the framework of heritage language and beyond.