An Investigation into the Relationship Between Mindset and Foreign Language Anxiety

Abstract

This study aimed to investigate the relationship between mindset and foreign language anxiety (FLA) of EFL learners at both a private and a state university in Turkey. Quantitative methods were used and two Likert-scales, Foreign Language Classroom Anxiety Scale (FLCAS) and Dweck’s Mindset Instrument (DMI) were administered to collect a set of data. Turkish versions of the both scales were used during this phase. Four demographic factors namely gender, type of department, type of high school graduated from, and L2 proficiency level were used as variables. Besides, three sub-dimensions of language anxiety, which are communication apprehension, test anxiety, and fear of negative evaluation, were also examined. The study was conducted at the prepatory school of Gazi University and Atılım University, with 203 participants. The data obtained from the scales were analyzed through both descriptive and inferential statistics using SPSS Statistics 21.0. Both parametric and non-parametric tests were applied depending on whether the data was normally distributed. The findings revealed that there was no statistically significant correlation between mindset and foreign language anxiety. Moreover, their mindset and foreign language classroom anxiety did not differ significantly in regard to type of department, type of high school graduated from, and L2 proficiency level. However, it was found out that participants’ mindset differed significantly in regard to gender, and female participants tended to have a growth mindset more than male participants. Moreover, a positive correlation at a statistically significant level was attained between department of study and the sub-dimension of fear of negative evaluation.