Understanding English Language Mindsets among Undergraduate Students in the ASEAN Region

Abstract

Understanding students' language mindsets, beliefs about language intelligence, aptitude, and age sensitivity, can offer valuable insights into their language learning experiences, particularly in the linguistically diverse ASEAN region. This quantitative study investigated the language mindsets of undergraduate students from Indonesia, Malaysia, the Philippines, and Thailand. Participants completed an online survey based on the Language Mindset Inventory (LMI) by Lou and Noels. Descriptive statistics, one-way ANOVA, and exploratory factor analysis were employed. The results revealed a consistent preference for growth mindset beliefs across all participating countries. Students generally expressed strong agreement with statements emphasizing the potential to improve language abilities through effort, while showing less agreement with the belief that language ability is fixed. Among the participating groups, Malaysian students exhibited the strongest growth-oriented beliefs, while students from the Philippines and Thailand showed the least agreement with fixed views related to age and language learning ability. Further analysis indicated significant differences in certain mindset beliefs across nationalities, particularly in how students perceived the fixed nature of language intelligence and aptitude. However, beliefs about age-related limitations and general language learning potential were more consistent across groups. Exploratory factor analysis identified three distinct belief categories: growth language mindset, fixed language mindset, and age-related fixed language mindset. Students who aligned with the growth mindset believed in the capacity for continuous language development regardless of age or current ability. Those who endorsed a fixed mindset viewed language intelligence as a stable, unchangeable trait. The age-related fixed mindset reflected the belief that there are age limits beyond which language learning becomes substantially more difficult. These findings emphasize the importance of fostering growth-oriented perspectives and implementing culturally responsive language education practices across diverse learning contexts.