The Relationship between Metacognitive Awareness, L2 Grit, and English Academic Achievement: A Case Study of English Major Students
Abstract
English major students. Fifty English junior major students from a university in Guangxi were selected as valid research subjects. Descriptive
statistics, correlation analysis and regression analysis were conducted using SPSS 27.0. The results show that metacognitive awareness has
a significant positive predictive effect on English academic achievement, L2 grit did not show a significant predictive effect, with only the
perseverance of efforts dimension showing a weak correlation with academic achievement. The study indicates that metacognitive awareness
is a more stable predictor of academic achievement for English major students, providing empirical evidence for strengthening metacognitive
training and cultivating learning perseverance in college English teaching.
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DOI: http://dx.doi.org/10.70711/eer.v3i6.9665
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