The significance of positive psychology has been recognized in the field of second language acquisition (SLA) (e.g., MacIntyre & Mercer, 2014; MacIntyre et al., 2019). The present study made an attempt to investigate the contribution of teacher-student rapport and engagement to second language (L2) grit. To this end, 352 male and female students from different regions of Iran completed three questionnaires. Structural Equation Modeling (SEM) was employed to explore how teacher-student rapport and student engagement predict L2 grit, and the mediating role of engagement in the association between teacher-student rapport and L2 grit was further probed. Through a comprehensive analysis of path coefficients, t-statistics, and fit indices, the study aimed to provide insights into the significance and mechanisms underlying these relationships. The results of this research revealed that (a) the correlation matrix showed significant positive associations among L2 grit, engagement, and teacher-student rapport, suggesting the interconnectedness of these variables; (b) SEM analysis demonstrated that both teacher-student rapport and student engagement significantly predicted L2 grit; (c) engagement was found to have a stronger influence on L2 grit compared to teacher-student rapport, and (d) the mediating role of engagement was confirmed, showing that teacher-student rapport indirectly influenced L2 grit through its impact on student engagement. Encouraging teachers to establish personal connections and make themselves approachable can strengthen rapport, leading to increased student involvement. By prioritizing positive teacher-student relationships, fostering engagement, and integrating these aspects into educational practices, language learners can be better equipped to develop the grit required to overcome challenges and succeed in their language learning endeavors.
