The relationship between Iranian EFL learners’ language mindset with goal orientation and responses to failure

Abstract

Second language learning is the long-term time process of commitment to seeking a high degree of success. In this manner, the majority of learners get more experience of success than failure. However, a small number of learners involve a string of repeated failures arising from the lack of self-confidence and a feeling of hopelessness. Thus, the role of mindsets is crucial in recognizing how learners respond to challenging situations. Fueled with the role of mindsets and their association with language relevant variables, researching to promote perseverance in challenging situations is still at its infancy. This study fills the lack of systematic research on mindset through examining its correlations with goal orientations and responses to failure in the Iranian EFL context. Three sets of structured questionnaires were distributed to a group of 100 male and female university-level learners. The Pearson product-moment correlational analysis was employed to analyze the data. The findings of this piece of research revealed a direct correlation between fixed and growth mindsets and goal orientation. Likewise, a direct correlation between mindset and responses to failure was found to be present. The results of our study have various implications for foreign or second language learners and associates like university students, instructors, and academic advisors.