Abstract Language Learning Mindsets (LLMs) encompass learners’ beliefs concerning language learning and how these beliefs can influence their motivation to embrace challenges to learn better. This study investigates the relationship between LLMs and academic success in a fourth-year medical programme at a public university utilising English Medium Instruction (EMI). Using the Language Mindsets Inventory (LMI), the study evaluates the growth and fixed mindsets of 133 students towards language learning. Academic success is measured through grades obtained in courses delivered in English, as well as preparatory English courses, specifically English for General Purposes (EGP) and English for Specific Purposes (ESP). Utilising simple linear regression analysis, the study examined the relationship between the dependent variables, namely growth and fixed LLMs, and the predictor variable, academic success in EMI courses. The findings indicate that both growth and fixed LLMs emerged as statistically significant predictors of EMI academic success. This suggests that students with a growth mindset exhibited enhanced academic achievement in EMI contexts. Conversely, a fixed mindset was inversely related to academic success, and notable gender differences emerged in fixed LLMs. The results underscore the importance of educators receiving training on how to address different LLMs among students. This training can help educators encourage the development of growth mindsets in all learners and support students with fixed mindsets. Policymakers should consider the implications of LLMs when developing educational policies. This may include allocating resources for research on effective mindset interventions and incorporating mindset-oriented approaches into educational policies.
Gaffas et al. (Mon,) studied this question.