Developing growth language learning mindsets to facilitate motivation and academic achievement among Chilean learners of English

Prior research has shown that growth mindsets—the belief that ability can be enhanced by effort—positively impact motivation and learning. However, no studies have investigated whether language mindsets can change and, in turn, influence language learning motivation and academic achievement. The present study examined the relationship between students’ language mindsets and three variables: L2 motivation, academic achievement and teachers’ mindsets. Also, it investigated whether online sessions encouraging growth language mindsets could change participants’ mindsets and motivation and whether English lessons with a growth mindset orientation could improve learners’ academic achievement. Eighty-six Chilean secondary-school students aged 14-18 participated in this one-group pre-test and post-test design. They completed twelve sessions to develop growth language mindsets, including information to promote a general growth mindset, language learning-related beliefs and strategies to learn a new language. In this mixed-methods research, students answered pre-, post- and delayed post-questionnaires (taken before, after and three months after the sessions) and diary entry questions throughout the process. Besides, students participated in twenty-four growth mindset-oriented English lessons and answered pre-and post-tests to assess achievement improvement. Post-questionnaires and diary entry responses showed that the sessions significantly increased students’ language mindsets in the short and long term. Results demonstrated a statistically significant correlation between language mindset and motivation. The sessions also greatly enhanced L2 motivation in the short term. However, the delayed post-questionnaire revealed that L2 motivation was not sustained over time, suggesting that teachers should constantly promote and support students’ growth language mindsets to keep them motivated. Students’ and teachers’ language mindsets were not associated. Likewise, no relationship was found between language mindset and achievement. However, English classes with a growth mindset orientation caused a statistically significant improvement in participants’ achievement. This study offers guidance towards fostering growth language mindsets to facilitate learners’ L2 motivation and learning.