SAUDI EFL LEARNERS’ MINDSETS AND ITS INFLUENCE ON THEIR ATTITUDES TOWARDS ENGLISH LANGUAGE LEARNING

Abstract

This study aims to investigate the relationship between language learners’ mindsets and their attitudes towards learning English in a Saudi context. Language mindsets are learners' beliefs regarding their language abilities, whether their language skills are fixed or cultivable, and they are classified as fixed or growth mindsets (Dweck, 2000). This study uses a mixed-methods approach to explore the relationship between different language mindsets and how they influence learners’ attitudes towards English language learning. A questionnaire designed by Lou (2014) is utilized to collect data about learners’ language mindsets. Additionally, open-ended questions are offered to students to explore their attitudes towards English language learning. We believe that we have found a clear correlation between learners' mindsets and their attitudes toward learning the English language. From our findings, it is clear that learners who hold a growth mindset show a positive attitude concerning learning the English language, especially valuing practice and training to achieve development. Moreover, students who hold a fixed language mindset have negative attitudes toward learning English, specifically considering difficulties as barriers that lead to anxiety and subsequently avoidance of learning. Overall, this study offered insights for English language learners and teachers on how language mindsets play an important role in the language learning journey.