2024 Volume 11 Pages 26-45
All language learners have language mindsets which are (1) beliefs they possess on how languages are learned and (2) their responses to failure and challenges during the language learning process. Research suggests Japanese university EFL learners possess growth language mindsets (i.e., belief that success comes from time and effort and possessing the skills to learn effectively). However, these interpretations are one-sided and do not include learners’ responses to failure (e.g., poor test results) and challenges (e.g., learning long lists of vocabulary). Thus, we attempted to broaden our understanding of language mindsets by exploring beliefs and response patterns to failure and challenges. Additionally, we investigated whether growth language mindsets translated into learning behavior (e.g., learning goals and intended effort) or not. Results from our cross-sectional survey of Japanese university EFL learners confirmed they possessed growth language mindsets. Further analysis found participants with growth mindsets were more likely to have clear goals in terms of ideal selves and reported putting more effort into their studies. Suggestions were made for classroom instruction to provide learners with more practice in effective responses to failure and challenges in language learning.
