ABSTRACT In English medium instruction (EMI), students face cognitive and emotional demands in second language (L2) communication, which may hamper their motivation and willingness to communicate (WTC). Adopting a mixed‐methods design, this study explores how growth mindsets affected student motivation (e.g., ideal L2 self and ideal disciplinary self) and WTC at a Chinese full EMI university. Growth mindset was conceptualized as language mindset and discipline mindset, which represent students’ malleability beliefs of language and discipline competence, respectively. The structural equation model (SEM) results of 648 students’ questionnaire data revealed that language mindset significantly predicted ideal L2 self and WTC, while discipline mindset predicted both ideal selves and WTC. Qualitative findings of 15 students’ interviews also demonstrated varying influential pathways of students’ growth mindset on motivation and WTC in the situated communicative opportunities. Curriculum and pedagogical implications are discussed to foster a growth mindset and motivation, supporting students to become more proactive communicators in EMI.
Yang et al. (Tue,) studied this question.