Document Type : Original Article
Authors
1
Corresponding Author, Assistant Professor, English Language and Literature Department, Faculty of Literature and Humanities, Hakim Sabzevari University, Sabzevar, Iran
2
Adjunct Lecturer, PhD in English Language and Literature, Department of English Language Teaching, Faculty of Literature and Humanities, University of Isfahan, Isfahan, Iran.
3
Assistant Professor, Department of Language and Literature, Faculty of Language and Literature, Yazd University, Yazd, Iran.
Abstract
This study investigates the relationship between mindset, gender, and writing development among Iranian university students majoring in English Literature. Specifically, it examines (1) the types of language mindsets (growth or fixed) these students hold regarding writing as a language skill, (2) the influence of gender on writing mindsets, and (3) how language mindset type affects their writing performance. A quantitative, cross-sectional design was employed, utilizing a mindset questionnaire and timed essay-writing assessments. The study involved 160 undergraduate students aged 18–24, of whom 78 were categorized as having a language growth mindset, and 67 as having a language fixed mindset. Participants with mixed language mindset tendencies were excluded from further analysis. Descriptive and inferential statistics revealed that the majority of participants exhibited a growth mindset, with growth mindset scores significantly exceeding fixed mindset scores (p < 0.001). Gender comparisons showed no statistically significant differences in mindset orientation, suggesting that gender does not influence students' writing mindsets. However, language mindset type was found to significantly impact writing performance. Students with a growth mindset demonstrated superior performance in writing tasks compared to those with a fixed mindset (p < 0.001). Besides, paired samples t-tests showed significant improvement in writing performance among the growth mindset group over time, while the fixed mindset group exhibited no substantial progress. Findings highlight the critical role of language mindset in L2 writing development, stressing the potential benefits of fostering a language growth mindset in language learners.
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