Predicting online learning persistence in EFL contexts: The interplay of L2 grit, self-efficacy, and learner satisfaction

The proliferation of online learning platforms has sparked a surge in research on the determinants of online learning continuance intention. Despite this, empirical studies focusing on the personal traits and emotional dimensions of learners in the context of English as a Foreign Language (EFL) are notably scarce. Addressing this gap, this study examines the predictors of online learning continuance intention among Chinese EFL learners by testing a sequential mediation model that includes second language (L2) grit, self-efficacy, and satisfaction as key constructs. Data were collected via questionnaires from 303 Chinese EFL online learners, and structural equation modeling (SEM) was employed to analyze the relationships among the variables. The results revealed that L2 grit, self-efficacy, and satisfaction significantly predict online learning continuance intention. Notably, L2 grit exerts an indirect influence on this intention through both self-efficacy and satisfaction, while self-efficacy similarly mediates the relationship between L2 grit and continuance intention via satisfaction. This study not only validates the proposed sequential mediation model but also enhances the current understanding of the psychological and emotional factors influencing online learners. It provides pedagogical insights for online learning platforms and educators, emphasizing the importance of fostering learner interest and persistence for sustainable educational engagement.