Modeling the relationships between growth language mindset, L2 grit, and foreign language learning burnout

Abstract While the existing literature acknowledges the existence of foreign language learning burnout (FLLB) and its deleterious effect on English as a foreign language (EFL) learners, the protective factors that may alleviate FLLB in EFL contexts remain largely unexplored. The current study addresses this gap by examining the impact of learners’ growth language mindset (GLM) on FLLB by employing the structural equation modeling (SEM). Furthermore, the mediating role of L2 grit in the relationship between GLM and FLLB was scrutinized. To achieve these objectives, 840 Chinese EFL learners were recruited to complete questionnaires encompassing scales assessing GLM, L2 grit, and FLLB. The results unveiled that learners’ GLM and L2 grit were significantly and negatively associated with FLLB. The SEM analysis indicated that GLM exerted a negative predictive effect on EFL learners’ FLLB. Additionally, two components of L2 grit, namely perseverance of effort (PE) and consistency of interest (CI), fully mediated the relationship between GLM and FLLB, with the influence of CI being particularly robust. The research findings offer significant theoretical implications and practical guidance for the intervention programs targeting FLLB in language classrooms.