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Although the rise of online learning is becoming predominant in English as a Foreign Language (EFL) settings, little is known about the distinct functions of grit and motivation to forecast the willingness of students to study online. This paper aims to uncover how grit and motivation predict online learning readiness in undergraduate EFL students independently and jointly. In a cross-sectional survey, a convenience sample of 103 undergraduates was exposed to three validated measures, EFL grit scale, EFL motivation scale, and online learning readiness scale. Multiple linear regression showed that motivation was a significant positive predictor of readiness to online learning (&beta; =.480, p =.001), but grit was not (&beta; =.133, p =.219). The model explained 32% of the readiness variance (R&sup2; = .320, F(2, 86) = 20.271, p &lt; .001). These findings highlight the need for emphasizing the crucial role of motivation to make EFL students ready to succeed in online learning settings. Teachers and policy-makers are advised to focus on motivational techniques, including establishing goals, supporting autonomy, and relevance frames to promote better preparedness and involvement levels among learners in online EFL courses. Future longitudinal studies ought to be conducted on grit and motivation variables to enhance the results of the online learning process.

ltrq.2026.54.18.pdf

Original Research 

ltrq.2026.54.18.xml

Unravelling Grit and Motivation as Predictors of English as a Foreign Language Online Learning Readiness

Research on the relationship between vocabulary knowledge and reading has largely focused on literal comprehension of informational texts. The present study, however, investigates the vocabulary-reading relationship by specifically examining critical reading skills in an argumentative text.76 EFL university students majoring in Education and studying in English participated in this study. To assess vocabulary knowledge, two tests were administered: a vocabulary size test (VLT) and a lexical coverage test. The coverage test was prepared by generating word families from the text using Vocabprofiler computer program software. Students&rsquo; critical reading skills were assessed using a multiple-choice test format. The findings indicate that participants had a vocabulary size of 4,000 to 5,000 words. Both vocabulary size and text coverage correlated significantly with critical reading. However, this correlation does not apply for all the targeted critical reading skills. The study concludes that a minimum vocabulary size of 4,000 words would ensure approximately 97% of text coverage, leading to successful performance in critical reading. Below this threshold, participants&rsquo; performance declined. Both vocabulary measures correlated with critical reading skills that required some reliance on the vocabulary of the text. The study suggests some pedagogical implications.

ltrq.2025.47.11.pdf

ltrq.2025.47.11.xml

Vocabulary Coverage and Size in EFL Critical Reading