Exploring the interplay of growth mindset, mindfulness, and L2 self-efficacy in second language achievement: a mixed-methods study
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Lawrence Jun Zhang
Lawrence Jun Zhang, Ph.D., is Professor of Linguistics-in-Education and Associate Dean for the Faculty of Education and Social Work, The University of Auckland, New Zealand. His major interests and publications are on the psychology of language learning and teaching, especially learner metacognition, L2 reading-writing development and teacher assessment literacy. His publications have appeared in journals such as
Applied Linguistics (Oxford),Applied Linguistics Review (de Gruyter),British Journal of Educational Psychology (Wiley),Discourse Processes (Routledge),Journal of Multilingual and Multicultural Development (Routledge),Journal of Second Language Writing (Elsevier),Journal of Psycholinguistic Research (Springer),Measurement (Routledge),Modern Language Journal (Wiley),Perceptual and Motor Skills (Sage),TESOL Quarterly (Wiley),Language Teaching Research (Sage),Learning and Instruction (Elsevier),RELC Journal (Sage),System (Elsevier),Frontiers in Psychology (Frontiers), among others. He serves on editorial boards forApplied Linguistics Review (de Gruyter), Australian Review of Applied Linguistics (Benjamins),Chinese Journal of Applied Linguistics (de Gruyter),Journal of Second Language Writing (Elsevier),Metacognition and Learning (Springer),Journal of Second Language Studies (Benjamins),Language Teaching for Young Learners (Benjamins) andRELC Journal (Sage). He is Co-Editor-in-Chief forSystem (Elsevier). He was honored by the TESOL International Association (USA) in 2016 with the award of “50 at 50”, which acknowledged “50 Outstanding Leaders around the world in the field of TESOL” . In the Stanford University Rankings 2022 and 2023, he was listed in the top 2 % of Scientists in the World in the disciplinary areas of Linguistics/Applied Linguistics/Educational Linguistics.
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Jalil Fathi
Jalil Fathi received his Ph.D. degree in applied linguistics from Allameh Tabataba’i University, Tehran, Iran. He is currently an Associate Professor at University of Kurdistan, Sanandaj, Iran. His areas of interest are Computer Assisted Language Learning (CALL), teacher education, and psychology of language learning. He has published extensively in accredited national journals and authored several papers in internationally acclaimed journals like
Computer Assisted Language Learning ,Computers and Eduaction ,System ,Language Teaching Research ,Journal of Computer Assisted Learning (JCAL), International Journal of Multilingualism, Journal of Multilingual and Multicultural Development, Current Psychology ,Asia Pacific Journal of Education ,Education and Information Technologies, andThinking Skills and Creativity . He has also presented extensively in both international and national conferences.
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Neda Rezaei
Neda Rezaei is a student assistant, who is also studying for an MA degree in Applied Linguistics at the Department of English Language and Literature, University of Kurdistan, Iran. She is interested in the psychology of language teaching and learning.
Abstract
This mixed-methods study explores the interconnected influence of growth mindset, mindfulness, and second language (L2) self-efficacy on language achievement in intermediate English as a foreign language (EFL) learners. Quantitative data (n = 411) analyzed through Structural Equation Modeling (SEM) and qualitative insights from semi-structured interviews (n = 19) reveal significant positive associations between all three factors and L2 achievement. SEM further clarifies the direct and indirect pathways through which these psychological elements impact learning outcomes. Qualitative findings enrich this understanding by showcasing learners’ lived experiences and the transformative power of these variables in fostering a supportive learning environment. Collectively, the results emphasize the importance of integrating growth-oriented beliefs, nurturing self-efficacy, and employing mindfulness practices in language education to optimize learning. This research offers notable insights for second language acquisition and educational psychology, informing educators, policymakers, and practitioners about effective strategies for promoting successful language learning journeys.
About the authors
Lawrence Jun Zhang, Ph.D., is Professor of Linguistics-in-Education and Associate Dean for the Faculty of Education and Social Work, The University of Auckland, New Zealand. His major interests and publications are on the psychology of language learning and teaching, especially learner metacognition, L2 reading-writing development and teacher assessment literacy. His publications have appeared in journals such as Applied Linguistics (Oxford), Applied Linguistics Review (de Gruyter), British Journal of Educational Psychology (Wiley), Discourse Processes (Routledge), Journal of Multilingual and Multicultural Development (Routledge), Journal of Second Language Writing (Elsevier), Journal of Psycholinguistic Research (Springer), Measurement (Routledge), Modern Language Journal (Wiley), Perceptual and Motor Skills (Sage), TESOL Quarterly (Wiley), Language Teaching Research (Sage), Learning and Instruction (Elsevier), RELC Journal (Sage), System (Elsevier), Frontiers in Psychology (Frontiers), among others. He serves on editorial boards for Applied Linguistics Review (de Gruyter), Australian Review of Applied Linguistics (Benjamins), Chinese Journal of Applied Linguistics (de Gruyter), Journal of Second Language Writing (Elsevier), Metacognition and Learning (Springer), Journal of Second Language Studies (Benjamins), Language Teaching for Young Learners (Benjamins) and RELC Journal (Sage). He is Co-Editor-in-Chief for System (Elsevier). He was honored by the TESOL International Association (USA) in 2016 with the award of “50 at 50”, which acknowledged “50 Outstanding Leaders around the world in the field of TESOL”. In the Stanford University Rankings 2022 and 2023, he was listed in the top 2 % of Scientists in the World in the disciplinary areas of Linguistics/Applied Linguistics/Educational Linguistics.
Jalil Fathi received his Ph.D. degree in applied linguistics from Allameh Tabataba’i University, Tehran, Iran. He is currently an Associate Professor at University of Kurdistan, Sanandaj, Iran. His areas of interest are Computer Assisted Language Learning (CALL), teacher education, and psychology of language learning. He has published extensively in accredited national journals and authored several papers in internationally acclaimed journals like Computer Assisted Language Learning, Computers and Eduaction, System, Language Teaching Research, Journal of Computer Assisted Learning (JCAL), International Journal of Multilingualism, Journal of Multilingual and Multicultural Development, Current Psychology, Asia Pacific Journal of Education, Education and Information Technologies, and Thinking Skills and Creativity. He has also presented extensively in both international and national conferences.
Neda Rezaei is a student assistant, who is also studying for an MA degree in Applied Linguistics at the Department of English Language and Literature, University of Kurdistan, Iran. She is interested in the psychology of language teaching and learning.
Acknowledgments
The study was conducted in the absence of any commerical interest. It was purely a study that was concucted independent of any external agency. We declare that we as authors have written up the manuscript ourselves and we have not used any AI tools in drafting/revising/proofing this manuscript.
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Research ethics: Informed consent was obtained from all the participants in this study upon approval of the study by the ehics committee of the local university where the study was conducted. All principles of ethics are followed and anonymity and confidentiality are maintained throughtout the research.
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Author contributions: Conceptualisation: Zhang, Fathi; Data collection: Rezaie; Data analysis: Fathi and Rezaie; Drafting: Zhang, Fathi, Reziae; Revising: Fathi, Zhang; Supervising: Zhang & Fathi; Submitting author: Zhang. All authors contributed equally to this paper overall.
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Competing interests: The authors report no conflict of interest regarding this study.
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Research funding: No research funding is involved in this study.
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Data availability: The raw data supporting the conclusions of this article will be made available by the authors, without undue reservation.
Interview Questions
How do you see your mindset affecting your language learning journey? For example, do you believe that your approach to challenges and learning from mistakes has changed over time?
Can you share experiences where paying attention or being present during language-related tasks made a difference in your learning? How does being “in the moment” affect your language engagement?
Do you ever find yourself thinking about other things while trying to learn English? What helps you bring your attention back to what you’re doing?
Thinking about your confidence in learning English, can you talk about moments when you believed in your ability to overcome difficulties? How does feeling confident impact your persistence in learning?
Looking back, how have your personal beliefs about learning and your confidence in your abilities influenced your success in learning English? Can you provide specific examples from your own experiences?
How do you approach your language learning every day? Are there specific mental approaches or strategies you use that you think help you learn more effectively?
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