The Relationship between EFL Students’ Perceptions of Language Mindset and English-Speaking Anxiety

Abstract

"English-speaking ability plays a central role in EFL learners’ academic and professional development, yet many students continue to experience anxiety when speaking English. At the same time, learners’ beliefs about the nature of language ability, referred to as language mindset, are increasingly recognized as influential in shaping learning attitudes and affective responses. Therefore, the aim of this research is to investigate EFL students’ perceptions of their language mindset, examine their perceptions of English-speaking anxiety, and explore the relationship between these two constructs. This study employed a mixed-methods design, combining quantitative survey data with qualitative interview responses. A total of participants completed the mindset and anxiety scales, and a smaller group participated in structured interviews to provide deeper insights into their perceptions. The survey measured students’ fixed and growth mindset beliefs as well as their perceived levels of English-speaking anxiety across common classroom communication situations. Interview questions further examined students’ interpretations of their emotional experiences and the sociocultural factors that shaped their perceptions. The findings indicate that students strongly endorse growth mindset beliefs and show low endorsement of fixed mindset beliefs, suggesting that they generally perceive language ability as malleable and improvable through effort and practice. However, students also report moderate to high levels of English-speaking anxiety, particularly in spontaneous or evaluative speaking contexts. Analysis further shows a significant negative relationship between fixed mindset beliefs and speaking anxiety, while growth mindset beliefs do not show a significant association with perceived anxiety. These results suggest that mindset beliefs and speaking anxiety operate through different psychological and sociocultural mechanisms. Overall, the study highlights the complexity of EFL learners’ perceptions and provides implications for classroom practices that address both belief systems and emotional responses."