identifying the relationship between fixed vs. growth language mindsets and learner autonomy in language learning among iranian efl learners

Learner autonomy and language mindsets play pivotal psychological roles in second language acquisition. guided by theories of mindset and learner autonomy, this study explores associations between participants’ beliefs about language aptitude and self-directed learning activities. using a quantitative design, 100 intermediate iranian efl learners from a private language institute completed the language mindset inventory and learner autonomy questionnaire. spearman’s correlation analysis revealed significant positive relationships between both fixed (r = .850) and growth (r = .862) mindsets with autonomy, with a marginally stronger association for growth mindsets. notably, fixed-mindset learners also exhibited autonomy, potentially due to external pressures rather than intrinsic motivation, which may contradict traditional beliefs. these results highlight the importance of considering cultural and educational context influences surrounding independent learning behaviors. the findings highlight the need for embedding mindset interventions and autonomy-supportive instructional approaches into foreign language education to promote more adaptive and self-determined language learning.