Structural Equation Modelling of the Relationship Between EFL Learn-ers' Language Mindset and Individual Attributes: The Case of Speaking Anxiety, Demotivation, and Resilience

Subject Areas :

Samira Soltani ¹ , Fariba Rahimi ^{2 *} , Sajad Shafiee ³

1 - Ph.D. Candidate, English Department, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran
2 - Department of English, Shahrekord branch, Islamic Azad University, Shahrekord, Iran
3 - Department of English, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran

Received: 2023-08-27 Accepted : 2023-10-11 Published : 2025-06-25

Keywords: Demotivation, language mindset, resilience, speaking anxiety,

Abstract :

This study was conducted with the overarching aim of exploring a diverse set of objectives. The primary intent was to investigate the potential significance of language mindsets in predicting the levels of second language (L2) speaking anxiety, demotivation, and resilience. Furthermore, the study sought to delve into the intricate network of direct and indirect relationships existing among the aforementioned variables. To address these research goals, a correlational survey design was adopted. Employing survey questionnaires, including the Motivated Strategies for Learning Questionnaire (MSLQ), Foreign Language Speaking Anxiety (FLSA) scale, and Demo-tivation Questionnaire, data were collected from a sample of over 700 intermediate English as a Foreign Language (EFL) learners. This cohort was drawn through the convenient sampling tech-nique from various language institutes situated in Isfahan, Iran. The gathered data were subject-ed to comprehensive statistical analysis employing the path analysis technique within the SmartPLS environment. The ensuing findings yielded noteworthy insights. Notably, it was re-vealed that there exists a partial relationship between all the variables under scrutiny and the construct of language mindset. This pivotal discovery carries valuable implications for language educators. Given the outcomes, it becomes imperative for educators to adeptly apprehend and model growth mindsets. Such understanding is pivotal for the efficacious execution of mindset interventions. By fostering an environment where learners comprehend their dynamic capacities as a manifestation of their exertions, educators can effectively cultivate attitudes and behaviors conducive to overall success in both educational pursuits and broader life endeavors.