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Abstract

Many factors are involved in determining how and when mindsets affect learning outcomes and recent second language (L2) research has begun to explore the impact of language mindset (LM) on a variety of learning outcomes, including willingness to communicate in a second language (L2 WTC). However, it still remains unclear how LM may contribute to L2 WTC. The present study addresses this gap and explores how learners’ engagement, particularly emotional engagement (EE) and behavioral engagement (BE), mediate the relationship between LM and L2 WTC. Two-hundred and five English as a foreign language learners took part in an online survey containing questionnaires measuring the research variables. The construct validity of the questionnaires was confirmed by a confirmatory factor analysis, ensuring their accuracy and relevance. Additionally, structural equation modeling was used to evaluate the anticipated connections between the variables and analyze the proposed structural relationships. Findings showed that growth language mindset (GLM) is positively associated with L2 WTC, and their association was mediated by EE and BE. This study presents practical suggestions for implementing classroom-ready strategies that operationalize GLM to enhance BE, EE, and L2 WTC.

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2026-06-16
2026-07-17

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EFL learners’ language mindset and their willingness to communicate
John Benjamins ; https://doi.org/10.1075/jsls.00065.nus
/content/journals/10.1075/jsls.00065.nus
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  • Article Type: Research Article
Keywords: English as a foreign language (EFL) learners ; growth language mindset (GLM) ; emotional engagement ; fixed language mindset (FLM) ; Language mindset (LM) ; behavioral engagement ; willingness to communicate in a second language (L2 WTC)

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