Exploring the Interplay of Mindset and Emotion in EFL Learning through an Attributional Lens

Grounded in attribution theory, this study explored how English as a Foreign Language (EFL) learners’ attributional reasoning interacts with their mindsets and emotional experiences during the process of foreign language learning. A qualitative design was utilized, involving semi-structured interviews and an open-ended questionnaire with ۳۴ EFL learners across elementary, intermediate, and advanced proficiency levels. Data were collected over a ۱۲-week period. Participants completed the Success Attribution Open-ended Questionnaire and engaged in interviews. Findings showed that learners who demonstrated a growth mindset tended to attribute success to internal and controllable factors. This, in turn, led to positive emotions such as enjoyment and hope. However, learners with fixed mindsets attributed setbacks to perceived lack of ability and experienced frustration. The results provided empirical support for the interdependence of cognitive and affective dimensions in L۲ learning and emphasize the interplay between learners’ mindsets and emotions. This study adds to our understanding of L۲ learner psychology by integrating attribution theory, mindset, and emotion. It offers insights into how learners’ attributional reasoning forms their emotional and motivational trajectories, providing both theoretical and pedagogical implications for fostering growth-oriented and emotionally supportive language learning environments.

کلیدواژه ها:

Attribution ، emotion ، EFL learners ، language learning ، mindset