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If we had a dollar for every time a student said, “I’m just not good at English,” we could probably fund a school trip to London. First class. With scones.
These self-defeating beliefs often stem from something deeper than a bad quiz score or a fear of phrasal verbs. They reveal what psychologists call mindset—the way we perceive our abilities and potential.
As teachers of English as a Foreign Language (EFL), understanding how mindset works isn’t just a nice bonus; it’s essential. When students believe their abilities are fixed, they limit their potential before they’ve even conjugated their first irregular verb. When they believe they can grow, improve, and develop through effort and feedback—the magic happens.
So let’s bust a few myths, explore the research, and unpack some classroom-friendly strategies that can help shift learners (and maybe us, too) from “I can’t” to “I can’t… yet.”
Mindset Myths: Let’s Clear the Fog
Mindset is one of those educational buzzwords that gets tossed around like confetti—but what does it actually mean?
Psychologist Carol Dweck introduced the terms fixed mindset and growth mindset to describe how people perceive intelligence and ability.
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Fixed mindset: Abilities are static. You are either “good at languages” or you’re not.
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Growth mindset: Abilities can be developed through effort, strategies, feedback, and support.
Despite its popularity, mindset is often misunderstood. Let’s tackle a few common myths.
Myth #1: A growth mindset means everyone can be equally good at everything
Not quite. Growth mindset is not about promising fluency in three months or turning every learner into a bilingual poet. It’s about helping students understand that progress is possible with the right approach—even when learning is challenging.
Myth #2: Praising effort is enough
Effort matters, but it’s not the whole picture. Learners also need:
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effective strategies
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clear feedback
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an understanding of what quality work looks like
“A for effort” feels nice, but it doesn’t teach students how to improve.
Myth #3: Mindset is a personality trait
Ironically, mindset itself is not fixed. It can change over time, across skills, and in different contexts. A student may show a growth mindset with vocabulary learning but a fixed mindset when speaking aloud.
Our role is to notice these differences—and intervene deliberately.
What the Research Says (and Why It’s Encouraging)
Research into mindset and second language acquisition is still developing, but current findings are promising. Learners with a growth mindset tend to be:
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more resilient after setbacks
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more open to feedback
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less anxious during speaking tasks
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more willing to take on challenges
Mercer and Ryan (2021) found that EFL learners with stronger growth mindset beliefs showed greater engagement and persistence in learning tasks. Lou and Noels (2020) demonstrated that mindset interventions can positively affect learner motivation and willingness to communicate.
Mindset is not a miracle cure—but it provides a strong foundation for sustaining motivation through the emotional ups and downs of language learning.
Practical Strategies for a Mindset-Friendly Classroom
Enough theory. What does this look like in real classrooms?
1. Model Mistakes and Celebrate Recovery
Give students permission to get things wrong. Share your own language-learning mistakes. Normalise errors as part of the learning process—not proof of failure.
2. Use the Power of Yet
When a student says, “I don’t understand the present perfect,” reply with:
“You don’t understand it yet.”
That one word reframes difficulty as temporary and progress as possible.
3. Give Feedback That Highlights Process
Move beyond outcome-only praise:
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“You used transition words effectively here.”
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“Revising your introduction made your argument clearer.”
This kind of feedback reinforces learner agency and strategy use.
4. Reframe Challenges as Brain Training
Explain what’s happening cognitively when learning feels hard. Struggle often signals that the brain is building new connections. Difficulty is not failure—it’s development.
5. Teach Mindset Explicitly
A short, age-appropriate lesson on growth vs. fixed mindset can be powerful. Use visuals, scenarios, or discussion prompts. Encourage learners to connect the idea to skills they have improved through practice outside the classroom.
6. Build in Self-Reflection
Make reflection routine rather than optional:
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What was difficult today?
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What strategy helped me most?
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What will I try next time?
Reflection can take the form of journals, exit tickets, or brief discussions. Reflective learners are often more resilient learners.
Final Thoughts: Planting the Seeds of Growth
Mindset isn’t a magic wand—but it is a powerful compass. In EFL classrooms, we are not only teaching grammar and vocabulary; we are shaping how learners see themselves as thinkers, communicators, and capable language users.
When we foster a growth mindset, we help students believe that effort counts, improvement is possible, and ability is not fixed. So the next time a student says, “I can’t do this,” pause and respond:
“You can’t do this… yet.”
That may be where the real learning begins.
About the author:
Leandro Paladino is a teacher educator and academic leader with over 30 years’ experience in English language teaching. He has taught English grammar and Discourse Analysis at undergraduate and postgraduate levels and has supervised and assessed numerous dissertations. Leandro has delivered workshops and conference presentations nationally and internationally and worked as a speaker and materials writer for major publishers. He is deputy editor of the EAL Journal (UK) and a trustee of NALDIC. He also co-coordinates IATEFL’s Young Learners and Teenagers SIG, helping lead its events, journal, and blog. He designs and oversees teacher development and multilingual education programs.
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