growth language mindset and language classroom engagement among iranian efl learners: the mediating roles of foreign language self-efficacy and foreign language enjoyment

This study explores how foreign language self-efficacy (fls) and foreign language enjoyment (fle) act as mediators in the relationship between growth language mindset (glm) and language classroom engagement (lce) among iranian students learning english as a foreign language (efl). utilizing a quantitative methodology, we obtained data from 422 efl learners through standardized instruments to measure glm, fls, fle, and lce, and examined them though the analysis of structural equation modeling (sem). the results depict that glm significantly affects both fle and lce, with fle serving as a primary mediator in this relationship; however, the direct effect of fls on lce was found to be non-significant.  these outcomes enrich our comprehension of the intricacies involved in language learning dynamics and have important implications for educators and learners in enhancing engagement in foreign language classrooms. this research illuminates the inevitability of promoting glm and enjoyment in the quest to acquire a new language to optimize educational outcomes for efl students.