Content area
Pre-service EFL (henceforth, L2) teacher training often involves significant emotional and motivational challenges. The present study investigates the relationship between pre-service EFL teachers’ (1) grit to become L2 teachers (PET-Grit), (2) L2 learning enjoyment (L2LE), (3) L2 teaching enjoyment (L2TE), (4) L2 learning self-efficacy (L2LSE), and (5) L2 teaching self-efficacy (L2TSE). Using Structural Equation Modeling (SEM), this study examined data from 220 Indonesian pre-service L2 teachers. The proposed model, which included the role of PET-Grit in mediating the relationship between enjoyment and self-efficacy, indicated acceptable fit indices (RMSEA = 0.045, SRMR = 0.059, CFI = 0.994, TLI = 0.993). The results of the study showed that (a) participants’ L2LE and L2TE predicted their PET-Grit, (b) participants’ PET-Grit predicted their L2SE and TSE, (c) participants’ L2TE had an indirect effect on L2TSE, and interestingly, (d) L2LE had an indirect effect on both L2LSE and L2TSE. The research underscores the role of PET-Grit in mediating the effect of enjoyment on self-efficacy. Drawing on the obtained results, the authors suggest that L2 teacher training programs take into consideration pre-service L2 teachers' enjoyment and grit to better prepare them for their teaching careers.