Growth Language Mindset: A Potential Moderator in the Relationship between Ideal L2 Self and English Achievement

Abstract

Motivational factors have been widely recognised as important correlates of second language learning outcomes. However, reported relationships between ideal L2 self and English achievement vary across learners and contexts. Drawing on the L2 Motivational Self System and language mindset theory, this research proposal will examine whether growth language mindset strengthens the association between ideal L2 self and English achievement among Chinese senior high school learners. A quantitative, single-wave correlational survey will be linked to a subsequent English examination. Second-year learners will be recruited by convenience sampling from one school in Yunnan Province. An initial power calculation specifies 395 analysable cases for a small interaction, with recruitment and analysis to account for missing data and class clustering. Six ideal L2 self items and four growth language mindset items will be adapted, translated into Chinese, cognitively reviewed, piloted, and evaluated using a two-factor measurement model. The questionnaire will be administered approximately one week before the examination; prior English achievement and class membership will be incorporated into the analysis. Regression models will estimate the ideal-self association and its interaction with mindset, with conditional slopes and confidence intervals reported. The proposal provides a testable account of how beliefs about developing language ability may condition the relationship between future self-images and examination performance. The observational design cannot establish causation, and no empirical findings are reported.