The instructive research domain was preoccupied with inspecting negative emotions such as boredom, apprehension, stress, and foreign language classroom anxiety in classes (Horwitz et al., 1986; MacIntyre and Gardner, 1989; Shaw et al., 1996; Harris, 2000; Horwitz, 2000, 2001; Rodríguez and Abreu, 2003; Tran, 2012; Capone et al., 2019; Fathi and Derakhshan, 2019; Chen et al., 2021; Derakhshan et al., 2021). But, considering the negative aspects is only half of the issue, so a new approach, positive psychology (PP) in educational settings, has grown throughout previous decades and is welcomed by scholars (Mercer et al., 2018; Chen and Padilla, 2019; De Ruiter et al., 2019; MacIntyre et al., 2019; Wang et al., 2021), and the eminence of affectivity in both second and foreign language instruction research has been at the center of attention of many researchers lately (Fathi and Derakhshan, 2019; Derakhshan, 2021; Pishghadam et al., 2021; Xie and Derakhshan, 2021; Yazdanmehr et al., 2021; Zeng, 2021). PP hunts for congruence between conventional psychology, with its emphasis on reviewing problematic manners such as anxiety and stress, but moves the route of the study to human powers and constructing psychological capitals that embrace the procedures and circumstances that result in pleasure, enjoyment, and efficacy (Seligman, 2011). That is to say, PP directs attention on specifying human assets and how they can construct psychological sources to succeed and flourish in their daily life (Seligman and Csikszentmihalyi, 2000). Through positive emotions, students can process everything in their classroom situation better and they come to be more conscious of language input, leading to their success (Fang and Tang, 2021).

A dominant concept scrutinized in the PP realm is that well-being that is a multifaceted theory including positive emotions, enjoyment, engagement, positive interactions, meaning, and success or achievement (Seligman, 2011). One motive for the improvement of well-being is that it considers more than just feeling well. People who are pleased with their lives are more efficacious and more involved (Peterson et al., 2005). Those who described high levels of well-being encounter positive emotions more regularly through learning tasks, which are considered as an assessment and appraisal of the whole learning procedure (Jing and Yu, 2015; Yuting et al., 2020).

One of the positive emotions which has received increasing attention in language education is a specific kind of enjoyment that is theorized as the state of experiencing enjoyment in learning L2 (Li C. et al., 2018; Jiang and Dewaele, 2019). Enjoyment is a construct that echoes the evolving field of PP in general and its underlying theories such as the Broaden-and-Build Theory (Fredrickson, 2001) and the Control-value Theory (Pekrun and Linnenbink-Garcia, 2012) in particular. Based on the former theory, enjoyment boosts the structure of bases in language education with its positive influence on developing a person's perception (MacIntyre and Gregersen, 2012), and in line with the latter theory, enjoyment is a constructive, stimulating activity-focused emotion that affects students' educational success (Piniel and Albert, 2018). Enjoyment deals with other encouraging emotions to expand one's temporary range of opinions and actions that shape their emotional resiliency, among other personal factors (Oxford, 2015). Enjoyment is defined as a good emotional state broadening away from oneself to achieve something novel or even surprising; particularly in dealing with challenging tasks that enhance personal growth and enduring well-being (Csikszentmihalyi, 2014). Enjoyment enhances language education since it motivates students to act in class and to look for strange phonological and cultural domains (Dewaele and MacIntyre, 2014), so it is meaningfully correlated with language accomplishment (Dewaele and Dewaele, 2017; Dewaele and Alfawzan, 2018; Saito et al., 2018).

Another positive inner construct is grit; a constructive spiritual construct, defined as perseverance and passion for striving toward longitudinal objectives (Duckworth and Quinn, 2009), grit has been experimentally evaluated as a prospective preliminary of learners' success through a selection of academic fields (Rojas et al., 2012; Bowman et al., 2015; Sturman and Zappala-Piemme, 2017; Li J. et al., 2018). Grit is associated with motivation, as Ryan and Deci (2000) proposed; those who have intrinsic motivation in the process of their works and have certain, specific goals are more interested, confident, and find more enjoyment, which sequentially displays in higher presentation, perseverance, resourcefulness, and overall well-being (Ryan et al., 1995). Therefore, grit is a type of disposition that mirrors the quantity of energy that persons use in the development of endeavoring objectives that contributes to their individual growth (Duckworth, 2016) and it is one of the significant predictors to a learner's educational success, that is, learners who work hard are interested in what they do, and are expected to be more able to deal with the obstacles of language learning, which leads to better performance (Dweck et al., 2014). Indeed, in PP, grit is deemed to have an even bigger role (MacIntyre et al., 2019) and is supposed to be a basic element in language education (Keegan, 2017). In the collected works, it is known as a beneficial quality for those who tend to flourish in learning as it has been interwoven with greater levels of engagement and theoretical efficiency (Cross, 2014; Credé et al., 2017; Muenks et al., 2017; Reed and Jeremiah, 2017; Hodge et al., 2018). In this vein, gritty learners are those that take advantage of a great amount of energy in endurance related to their goals and are likely to concentrate on accomplishing objectives that exemplify their interests (Duckworth and Gross, 2014; Schmidt et al., 2017).

Moreover, grit is a non-cognitive and constant higher-level disposition including two frameworks, namely consistency of interest and perseverance of effort and these frameworks of grit can result in a variety of consequences for those with parallel cognitive skills (Duckworth et al., 2007). There is a comprehensive review of literature that investigates the role of grit in language education, though it is in a quite early stage (Keegan, 2017; Wei et al., 2019, 2020). It is only recently that scholars have started to inspect this construct in general, and in language settings in particular, having the agenda to comprehend the role of grit with respect to well-being and enjoyment, in spite of the noticeable function in language education of grit in contrast to other issues (MacIntyre et al., 2019). The role of grit and its predictive impacts on educational accomplishment has been evidenced by several experts (e.g., Duckworth, 2017; Datu et al., 2018; Musso et al., 2019; Alhadabi and Karpinski, 2020; Meyer et al., 2020); however, grit has been interrelated to numerous indicators of well-being in multicultural research, pleasure, and life gratification (Kleiman et al., 2013; Jin and Kim, 2017). Studies have established that grit is significantly related to desire (Sigmundsson et al., 2020), resilience (Calo et al., 2019; Shakir et al., 2020), well-being (Moen and Olsen, 2020), and enthusiasm (Steinmayr et al., 2018; Karlen et al., 2019).

Although the abovementioned studies have examined grit and its effect on various variables, first, there are not sufficient studies that have scrutinized grit's relationship with classroom enjoyment and well-being among EFL (English as a Foreign Language) learners and secondly, there are quite a few studies that have approved predictors of grit. As a result, there was a gap that needed to be inspected which could aid literature in the generalizability of grit in the language education domains. Furthermore, this study aims to increase understanding concerning the predictive properties of grit upon classroom enjoyment and well-being.

Inspired by the lacuna in the literature relating to the predictor role of grit and the educational prominence of the variables discussed in the introduction section, the subsequent research questions were articulated in the present study.

The present study investigated the impacts of grit on learners' well-being and enjoyment in language education in the Chinese EFL context. Results indicate that grit was a momentous predictor of learners' well-being and enjoyment. It proved that grit can reinforce well-being and classroom enjoyment in the classroom. Hypothetically, these results support an emergent view of the role that PP can have in SLA (Wang et al., 2021). In this way, the advent of foreign language enjoyment (Dewaele and MacIntyre, 2014) set the stage for employing PP in language learning, and then other positive issues were identified in this line of research. For instance, enjoyment arouses attainment in action, which lowers the anxiety in learners and consequently brings about advances in life (Dewaele and Dewaele, 2017). Regarding grit, it can be stated that people with a high degree of grit are supposed to be capable of increasing their capabilities since they have greater focus and are less dejected by problems and obstacles (Credé et al., 2017). This proposes that grittier students, who sustain persistent effort in cultivating their language ability, are expected to be more engaged in the class. It could also be considered from the perspective that learners with a higher level of perseverance seem to work vigorously at challenging tasks, and through this enjoy their classes. This is somewhat reinforced by earlier studies (Duckworth et al., 2011) that have reported that gritty learners tend to work more and to perform better when facing difficulties. Based on the self-regulation theory of Bandura's theory (1991 as cited in Wei et al., 2019), students assess their own dispositions, thus eliciting positive or negative emotive retorts. When they try hard in the process of language learning, they tend to assess their own behaviors, thus generating positive emotive feedback, such as academic engagement (Derakhshan et al., 2019; Zheng, 2021). The findings of this research are in line with Vainio and Daukantaite's (2016) study that proved the predictive role of grit in predicting well-being. The meaningful relation between grit and well-being proved in this research are along the lines of research that discovered grit's correlation with ideas including pleasure and the individual's appraisal of life satisfaction leading to psychological well-being (Singh and Jha, 2008), and this is in line with the study carried out by Von Culin et al. (2014) which concluded that well-being is developed in gritty individuals through their trend to hunt for engagement as a main component of the well-being.

Furthermore, the results of the current paper support those of Wei et al. (2019) who concluded that there is a connection between grit and enjoyment, and also between grit and the language performances of learners. The results of this study are congruent with those (e.g., Li C. et al., 2018; Jin and Zhang, 2019) which proved how the significant role of PP variables such as enjoyment correlates with language learning development. The findings of this research support that carried out by Mierzwa (2019) who concluded that those learners who are interested in language education try to achieve higher goals in their life that are in line with the theory of grit. Another significant justification of the current study is that classroom enjoyment can be taken in light of Fredrickson's (2001) broad-and-build theory, that based on this theory when learners are in a positive classroom setting, they may have more enthusiasm in this process. As MacIntyre and Gregersen (2012) pointed out that constructive emotions may make students have more resilience, it seems reasonable that this positive atmosphere in the classroom may drive students to show more perseverance of effort, which is one of the main components of grit. The findings indicate that more enjoyment is related to grit, and that is in line with the study done by Dewaele et al. (2016) who declared that enjoyment is associated with low apprehension, though both can happen simultaneously. In addition, it is revealed that enjoyment and grit are mutually reinforcing-in which grit can be the predictor of enjoyment, and that it can be deemed that enjoyment encourages learners to keep on their path in language learning that consequently may decrease the anxiety of learners, which is in agreement with Dewaele and MacIntyre (2014).

In line with the review of literature, many academics have proposed the influential role in language learning of the inner qualities of an individual such as personality traits like grit, which can be taught and developed. Investigating how grit conceives an individual's well-being and enjoyment in the process of language education is the focus of this study, which may bring further pedagogical developments. Indeed, realizing the function of grit may suggest a new viewpoint for language educators and students, and material developers.

Referring to these results regarding pedagogical suggestions for teachers, improving learners' sense of having a strong core of determination might allow them to deal with problems and challenges in language education. Learners were more likely to carry out challenging tasks, and less probable to give up after failure, and thus flourished and achieved greater results. People could not only increase their achievements over the course of their lives but also improve their well-being through constructing the use of engagement to become grittier. In addition, the teacher can incorporate grit into the language learning context as a practical technique to take full advantage of language use and finally improve learners' well-being. Educators can give speeches about the prominence of “effort” as a component of grit in the procedure of language education. Likewise, educators are recommended to be more mindful of learners' emotional states, since enjoyment may have fundamental roles in language education, students' feelings of enjoyment should be increased, which sequentially may decrease degrees of apprehension and result in better language learning.

Educators should be sociable, humorous, and caring, and attempt to establish innovative and stimulating classroom tasks that connect learners' language levels and well-being (Oxford, 2017; Dewaele et al., 2019). The abilities and optimism of the educator together with efficient and encouraging teaching tasks may support building and constructing a positive atmosphere in the classroom and increasing students' engagement, which, in sequence, will bring about better presentation (Yu et al., 2019; Wang et al., 2021). So, giving more attention, providing constructive support, as well as making motivating remarks may develop learners' feelings of approval, which could enhance their interactions with their friends in the language setting and eventually stimulate their sense of well-being and their enjoyment.

The outcomes of the present study could be put into practice in the development of classroom tasks. Students should be interested in the kind of tasks they find enjoyable, and the teacher could assist them in finding enjoyment in tasks that they might not relish. Enjoyment can increase distinct cognitive capitals and make learners' learning well-organized, and consequently, it can help them obtain constructive control, lower the burden on students, and stimulate their awareness in language education (Piniel and Albert, 2018).

Moreover, as it is eminent that learning a language is a process susceptible to apprehension, which is a danger to learners' levels of enjoyment, language teachers should build a less aggressive atmosphere in the language classroom. Nowadays with the advent of technologies, technology such as audio and videotape resources should be integrated into classroom syllabus to be implemented by teachers, to help construct a positive setting for learners in the class (Peng, 2019). To this end, material developers should try to design some tasks for language settings which improve grit, and these tasks may be prepared to inspire learners to arrange long-term objectives grounded on their well-being and enjoyment. In addition, to build a positive and peaceful language education situation, the institute or faculty should decrease the rate of tests (Jiang and Dewaele, 2019) and let teachers be free and autonomous in the language evaluation process. Indeed, planning sessions and beginning a discussion with faculty memberships about the significance of grit scopes can support learners' route toward accomplishment.

While the emphasis of the current research was put on discovering learners' grit and how it is correlated with the learners' well-being and their enjoyment, language educators' grit and how it influences their motivation and teaching experiences should not be ignored; more study can be done in this domain to focus on teacher's grit as well. The obtained findings contribute to establishing the indirect effect of the psychological bases of PP as a whole, and its constituents such as enjoyment and well-being; more studies can be done to focus on other variables such as confidence, efficacy, resilience, and positivity which seem to be related to grit and academic performance. Further studies will examine facilitating or controlling visible behaviors of grittier learners that will come up with academic growths of grit and to the progress of grit-improving intervention platforms. Implementation of longitudinal-type research is recommended since on the one hand, time is one of the important factors to obtain more obvious and beneficial data from participants (Elahi Shirvan and Taherian, 2018; Saito et al., 2018), and on the other hand, the grit scale is aimed to measure a person's desire and perseverance for long-standing objectives. It is not clear if improving grit is possible through treatment instructions or not, although it is apparent that societal and individual abilities are susceptible to treatment instructions, as it is proposed by some researchers (Durlak et al., 2010; Paunesku et al., 2015) that grit mediations may have some constructive consequences. That is to say, it may be possible to cultivate methods or tactics designed to aid persons, principally language learners, to increase grit and, feasibly, their well-being and enjoyment too. Also, the contestants of the present study were recruited from 28 universities in China, so the results may not be generalizable to other populaces. Forthcoming studies should observe the interactions between issues studied in this research across various types of students, cultures, or age groups.

The original contributions presented in the study are included in the article/supplementary material, further inquiries can be directed to the corresponding author.

The studies involving human participants were reviewed and approved by Pingdingshan University Research Ethics Committee. The patients/participants provided their written informed consent to participate in this study.

PY conceptualized, collected data, analyzed data, and drafted the manuscript to submit it to Frontiers in Psychology.

The author declares that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.