Given much attention associated with learner engagement in second language (L2) writing, an increasing body of studies has reported that learner engagement with feedback is a critical construct to enhance English as a foreign language (EFL) learners’ writing achievement. However, little research has been conducted to explore the predictive effect of grit and examine the mediating role of learner engagement with feedback in the relationship between grit and English writing achievement (EWA) in the underlying mechanism of L2 writing. Therefore, the current study aims to address these under-researched issues by investigating a mediation model of L2 grit, learner engagement with feedback, and EWA among English major students. The findings demonstrated that: (1) perseverance-of-effort variation in L2 grit predicted variance in learner affective, cognitive, and behavioral engagement, while the consistency of interest exerted a great influence on cognitive engagement; and (2) affective and behavioral engagement mediated the relationship between L2 grit and EWA. The results have notable pedagogical and practical implications for L2 teaching and learning.
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