Disentangling English Language Motivation: A Study of Motivational Factors and the Interplay with Mindsets in Chilean Secondary Students

Claudia V. Tapia Castillo

doi:10.31261/TAPSLA.17369

Published: 2026-03-05

2026

Disentangling English Language Motivation: A Study of Motivational Factors and the Interplay with Mindsets in Chilean Secondary Students

Claudia V. Tapia Castillo

Section: Articles

https://doi.org/10.31261/TAPSLA.17369

Abstract

Research underscores the crucial role of motivation in language learning, emphasizing the connection between growth mindsets—belief in the power of effort to enhance ability—and motivation. This study addresses the need for an updated understanding of English language moti-
vation among Chilean secondary school students, as recent studies on this topic have been lacking since 2011 and 2013. Furthermore, the correlation between language mindsets and language learning motivation in this specific context remains unexplored. The study investigates these aspects among 86 Chilean secondary students, employing a mixed-methods approach using the Language Mindset Inventory, the L2 Motivational Self System (L2MSS) questionnaire, and diary entries. Through this comprehensive approach, the research reveals nuanced motivations, underlining the importance of the ideal L2 self and English learning experiences in shaping motivation, challenging traditional views on the significance of the ought-to L2 self. Quantitative analysis establishes a statistically significant association between language mindsets and L2 motivation. This finding supports the argument that learners with a growth mindset are more inclined to envision a positive ideal L2 self, driven by their belief in improvement and readiness to overcome obstacles in their language learning journey. The study suggests aligning the national curriculum with student aspirations and interests. Additionally, it underscores the significance of cultivating growth-oriented language mindsets in educational settings, with educators playing a pivotal role in inspiring students to approach language acquisition with enthusiasm, dedication, and perseverance.

Keywords:

language learning , growth language mindset , L2 motivation , L2MSS , secondary students

Download files

PDF

Citation rules

Tapia Castillo, C. V. (2026). Disentangling English Language Motivation: A Study of Motivational Factors and the Interplay with Mindsets in Chilean Secondary Students. Theory and Practice of Second Language Acquisition, 1–29. https://doi.org/10.31261/TAPSLA.17369

Cited by / Share

Licence

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

The Copyright Holders of the submitted texts are the Authors. The Reader is granted the rights to use the material available in the TAPSLA websites and pdf documents under the provisions of the Creative Commons 4.0 International License: Attribution - Share Alike (CC BY-SA 4.0). The user is free to copy and redistribute the material in any medium or format, and to remix, transform, and build upon the material for any purpose, even commercially.

1. License

The University of Silesia Press provides immediate open access to journal’s content under the Creative Commons BY-SA 4.0 license (http://creativecommons.org/licenses/by-sa/4.0/). Authors who publish with this journal retain all copyrights and agree to the terms of the above-mentioned CC BY-SA 4.0 license.

2. Author’s Warranties

The author warrants that the article is original, written by stated author/s, has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author/s.

If the article contains illustrative material (drawings, photos, graphs, maps), the author declares that the said works are of his authorship, they do not infringe the rights of the third party (including personal rights, i.a. the authorization to reproduce physical likeness) and the author holds exclusive proprietary copyrights. The author publishes the above works as part of the article under the licence "Creative Commons Attribution-ShareAlike 4.0 International".

ATTENTION! When the legal situation of the illustrative material has not been determined and the necessary consent has not been granted by the proprietary copyrights holders, the submitted material will not be accepted for editorial process. At the same time the author takes full responsibility for providing false data (this also regards covering the costs incurred by the University of Silesia Press and financial claims of the third party).

3. User Rights

Under the CC BY-SA 4.0 license, the users are free to share (copy, distribute and transmit the contribution) and adapt (remix, transform, and build upon the material) the article for any purpose, provided they attribute the contribution in the manner specified by the author or licensor.

4. Co-Authorship

If the article was prepared jointly with other authors, the signatory of this form warrants that he/she has been authorized by all co-authors to sign this agreement on their behalf, and agrees to inform his/her co-authors of the terms of this agreement.

I hereby declare that in the event of withdrawal of the text from the publishing process or submitting it to another publisher without agreement from the editorial office, I agree to cover all costs incurred by the University of Silesia in connection with my application.

References

Andrade-Molina, C., Bastidas-Amador, G., Posso-Yépez, M., & Alvarez Llerena, C. (2022). Exploring the L2 motivational self-system in Ecuador: A questionnaire study in secondary school/high school contexts. Revista de Lingüística Teórica y Aplicada, 60(2), 39–62. https://doi.org/10.29393/RLA60-10ELCC40010
Google Scholar

Al-Hoorie, A. H. (2018). The L2 motivational self-system: A meta-analysis. Studies in Second Language Learning and Teaching, 8, 721–754. https://doi.org/10.14746/ssllt.2018.8.4.2
Google Scholar

Agencia de Calidad de la Educación (2012). Síntesis de resultados SIMCE inglés III medio 2012. https://archivos.agenciaeducacion.cl/biblioteca_digital_historica/resultados/2012/sintesis3m_2012.pdf
Google Scholar

Agencia de Calidad de la Educación (2015). Síntesis de resultados SIMCE inglés III medio 2014. https://archivos.agenciaeducacion.cl/resultados-2014/Sintesis_Resultados_IIIM_2014.pdf
Google Scholar

Agencia de Calidad de la Educación (2018). Informe de resultados estudio nacional inglés III medio 2017. https://archivos.agenciaeducacion.cl/Informe_Estudio_Nacional_Ingles_III.pdf
Google Scholar

Arellano, R., & Hatoss, A. (2023). Caught between a bilingual policy and monolingual English practices in Chile: Opportunities and challenges of translanguaging. In K. Raza, D. Reynolds, & C. Coombe (Eds.), Handbook of multilingual TESOL in practice (pp. 191–206). Springer. https://doi.org/10.1007/978-981-19-9350-3_13
Google Scholar

Barahona, M. (2016a). English language teacher education in Chile: A cultural historical activity theory perspective. Routledge. https://doi.org/10.4324/9781315689937
Google Scholar

Barahona, M. (2016b). Challenges and accomplishments of ELT at primary level in Chile: Towards the aspiration of becoming a bilingual country. Education Policy Analysis Archives, 24(82), 1–29. http://doi.org/10.14507/epaa.24.2448
Google Scholar

Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78(1), 246–263. http://doi.org/10.1111/j.1467-8624.2007.00995.x
Google Scholar

Cacali, E. (2019). The effects of growth mindsets on university EFL Motivation in Japan. Kwansei Gakuin University Humanities Review, 23, 125–132. http://hdl.handle.net/10236/00027562
Google Scholar

Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge. https://doi.org/10.4324/9781315456539
Google Scholar

Curriculum Nacional (n.d.). Inglés. https://www.curriculumnacional.cl/portal/Educacion-General/Ingles/
Google Scholar

Csizér, K., & Illés, E. (2020). Helping to maximize learners’ motivation for second language learning. Language Teaching Research Quarterly, 19(1), 19–31. https://files.eric.ed.gov/fulltext/EJ1269457.pdf
Google Scholar

Csizér, K., & Kormos, J. (2009). Learning experiences, selves and motivated learning behaviour: A comparative analysis of structural models for Hungarian secondary and university learners of English. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 98–119). Multilingual Matters. https://doi.org/10.21832/9781847691293-006
Google Scholar

Deci, E. L., & Ryan, R. M. (Eds.). (2002). Handbook of self-determination research. University of Rochester Press.
Google Scholar

Dörnyei, Z. (2003). Questionnaires in second language research: Construction, administration, and processing. Routledge. Lawrence Erlbaum Associates.
Google Scholar

Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum Associates.
Google Scholar

Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative and mixed methodologies. Oxford University Press.
Google Scholar

Dörnyei, Z. (2009). The L2 motivational self system. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 9–42). Multilingual Matters. https://doi.org/10.21832/9781847691293-003
Google Scholar

Dörnyei, Z., & Csizér, K. (2012). How to design and analyze surveys in SLA research? In A. Mackey & S. Gass (Eds.), Research methods in second language acquisition: A practical guide (pp. 74–94). Wiley-Blackwell. https://doi.org/10.1002/9781444347340.ch5
Google Scholar

Dörnyei, Z., & Taguchi, T. (2010). Questionnaires in second language research: Construction, administration, and processing (2nd ed.). Routledge. https://doi.org/10.4324/9780203864739
Google Scholar

Dörnyei, Z., & Ushioda, E. (2009). Motivation, language identity and the L2 self. Multilingual Matters. https://doi.org/10.21832/9781847691293
Google Scholar

Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation (2nd ed.). Routledge. https://doi.org/10.4324/9781315833750
Google Scholar

Dweck, C. S. (1999). Self-theories: Their role in motivation, personality and development. Psychology Press.
Google Scholar

Dweck, C. S. (2008). Mindsets and math/science achievement. Carnegie Corporation of New York’s Institute for Advanced Study Commission on Mathematics and Science Education. https://www.nationalnumeracy.org.uk/research-and-resources/mindsets-and-mathscience-achievement-2008
Google Scholar

Dweck, C. S. (2017). Mindset: Changing the way you think to fulfil your potential. Robinson.
Google Scholar

Elahi Shirvan, M., Saeedy Robat, E., Alamer, A., Lou, N. M., & Barabadi, E. (٢٠٢٤). A multilevel meta-analysis of language mindsets and language learning outcomes in second language acquisition research. Educational Psychology Review, 36(15), 1–30. https://doi.org/10.1007/s10648-024-09849-2
Google Scholar

Gardner, R. (1985). Social psychology and second language learning. The role of attitudes and motivation. Edward Arnold.
Google Scholar

Glas, K. (2008). El inglés abre puertas... ¿a qué? Análisis del discurso sobre la enseñanza del inglés en Chile, 2003–2006. [English Opens Doors... But to What? Discourse Analysis on English Teaching in Chile, 2003–2006]. Revista Educación y Pedagogía, 20(51), 111–122. https://revistas.udea.edu.co/index.php/revistaeyp/article/view/9900
Google Scholar

Hinton, P., McMurray, I., & Brownlow, C. (2014). SPSS explained (2nd ed.). Routledge. https://doi.org/10.4324/9781315797298
Google Scholar

Icef Monitor. (2016). Chile continues to push for improved English proficiency. https://monitor.icef.com/2016/04/chile-continues-to-push-for-improved-english-proficiency/
Google Scholar

Inostroza, M. J., Perez-Villalobos, C., & Tabalí, P. (2024). Chilean primary learners’ motivation and attitude towards English as a foreign language. Education Sciences, 14(3), 1–19. https://doi.org/10.3390/educsci14030262
Google Scholar

Instituto Cervantes. (2021). El español, una lengua viva: Informe 2021. https://cvc.cervantes.es/lengua/espanol_lengua_viva/pdf/espanol_lengua_viva_2021.pdf
Google Scholar

International Trade Administration. (2022). Chile–Country commercial guide. https://www.trade.gov/knowledge-product/exporting-chile-market-overview
Google Scholar

Jennings, C., & Cuevas, J. A. (2021). Teacher impact on student growth mindset. Perspectives In Learning, 19(1), 23–38. https://csuepress.columbusstate.edu/pil/vol19/iss1/4
Google Scholar

Khajavy, G. H., Pourtahmasb, F., & Li, Ch. (2022). Examining the domain-specificity of language mindset: A case of L2 reading comprehension. Innovation in Language Learning and Teaching, 16(3), 208–220. https://doi.org/10.1080/17501229.2021.1956936
Google Scholar

Kormos, J., & Csizér, K. (2008). Age-related differences in the motivation of learning English as a foreign language: Attitudes, selves, and motivated learning behavior. Language Learning, 58(2), 327–355. https://doi.org/10.1111/j.1467-9922.2008.00443.x
Google Scholar

Kormos, J., & Kiddle, T. (2013). The role of socio-economic factors in motivation to learn English as a foreign language: The case of Chile. System, 41(2), 399–412. https://doi.org/10.1016/j.system.2013.03.006
Google Scholar

Kormos, J., Kiddle, T., & Csizér, K. (2011). Systems of goals, attitudes, and self-related beliefs in second-language-learning motivation. Applied Linguistics, 32(5), 495–516. https://doi.org/10.1093/applin/amr019
Google Scholar

Locke, E. A., & Latham, G. P. (1994). Goal setting theory. In H. F. O’Neil & M. Drillings (Eds.), Motivation: Theory and research (pp. 13–29). Lawrence Erlbaum Associates.
Google Scholar

Lou, N. M., & Noels, K. A. (2016). Changing language mindsets: Implications for goal orientations and responses to failure. Contemporary Educational Psychology, 46, 22–33. https://doi.org/10.1016/j.cedpsych.2016.03.004
Google Scholar

Lou, N. M., & Noels, K. A. (2017). Measuring language mindsets and modeling their relations with goal orientations and emotional and behavioural responses in failure situations. Modern Language Journal, 101, 214–243. https://doi.org/10.1111/modl.12380
Google Scholar

Lou, N. M., & Noels, K. A. (2019). Promoting growth in foreign and second language education: A research agenda for mindsets in language learning and teaching. System, 86, 1–12. https://doi.org/10.1016/j.system.2019.102126
Google Scholar

Lou, N. M., & Noels, K. A. (2020). Language mindset, meaning-making, and motivation. In M. Lamb, K. Csizér, A. Henry, & S. Ryan (Eds.), Palgrave Macmillan handbook of motivation for language learning (pp. 537–559). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-28380-3_26
Google Scholar

Mercer, S., & Ryan, S. (2010). A mindset for EFL: Learners’ beliefs about the role of natural talent. ELT Journal, 64, 436–444. https://doi.org/10.1093/elt/ccp083
Google Scholar

Ministerio de Educación (2010). Resultados de inglés para docentes y directivos. SIMCE 2010. http://archivos.agenciaeducacion.cl/biblioteca_digital_historica/resultados/2010/ire3m_2010.pdf
Google Scholar

Murphy, M. C., Fryberg, S. A., Brady, L. M., Canning, E. A., & Hecht, C. A. (2021). Global mindset initiative paper 1: Growth mindset cultures and teacher practices. SSRN Electronic Journal. http://doi.org/10.2139/ssrn.3911594
Google Scholar

Papi, M. (2010). The L2 motivational self system, L2 anxiety, and motivated behavior: A structural equation modeling approach. System, 38, 467–479. https://doi.org/10.1016/j.system.2010.06.011
Google Scholar

Papi, M., & Teimouri, Y. (2012). Dynamics of self and motivation: A cross-sectional study of the EFL context in Iran. International Journal of Applied Linguistics, 2(3), 288–309. https://doi.org/10.1111/j.1473-4192.2012.00312.x
Google Scholar

Philominraj, A., Ranjan, R., Arellano Saavedra, R., & Cerón Urzúa, C. (2021). English as foreign language teaching in high schools: A Chilean case study. International Journal of Learning, Teaching and Educational Research, 20(3), 51–67. https://doi.org/10.26803/ijlter.20.3.4
Google Scholar

Ryan, S. (2009). Self and identity in L2 motivation in Japan: The ideal L2 self and Japanese learners of English. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 120–143). Multilingual Matters. https://doi.org/10.21832/9781847691293-007
Google Scholar

Ryan, S., & Mercer, S. (2011). Natural talent, natural acquisition and abroad: Learner attributions of agency in language learning. In G. Murray, X. Gao, & T. Lamb (Eds.), Identity, motivation and autonomy in language learning (pp. 160–176). Multilingual Matters. https://doi.org/10.21832/9781847693747-012
Google Scholar

Saldaña, J. (2021). The coding manual for qualitative researchers. SAGE Publications Ltd.
Google Scholar

Sato, M., & Lara, P. (2019). Interaction vision intervention to increase second language motivation: A classroom study. In M. Sato & S. Loewen (Eds.), Evidence-based second language pedagogy: A collection of Instructed Second Language Acquisition studies. Routledge.
Google Scholar

Taguchi, T., Magid, M., & Papi, M. (2009). The L2 motivational self system among Japanese, Chinese, and Iranian learners of English: a comparative study. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity, and the L2 self (pp. 66–97). Multilingual Matters. https://doi.org/10.21832/9781847691293-005
Google Scholar

Tapia Castillo, C. V. (2025). Developing a growth mindset towards language learning to facilitate motivation. In A. Leis, A. Haukas, N. M. Lou, & S. Nakamura (Eds.), Mindsets in language education (pp. 209–228). Multilingual Matters.
Google Scholar

Ushioda, E. (2020). Language learning motivation: An ethical agenda for research. Oxford University Press.
Google Scholar

Véliz-Campos, M., Polanco-Soto, M., & Biedroń, A. (2020). L2 motivational self-system, international posture, and the socioeconomic factor in EFL at university level: The case of Chile. Psychology of Language and Communication, 24(1), 142–174. https://doi.org/10.2478/plc-2020-0009
Google Scholar

Waller, L., & Papi, M. (2017). Motivation and feedback: How implicit theories of intelligence predict L2 writers’ motivation and feedback orientation. Journal of Second Language Writing, 35, 54–65. https://doi.org/10.1016/j.jslw.2017.01.004
Google Scholar

Yousefi, M., & Mahmoodi, M. H. (2022). The L2 motivational self-system: A meta-analysis approach. International Journal of Applied Linguistics, 32, 274– 294. https://doi.org/10.1111/ijal.12416
Google Scholar

Zarrinabadi, N., Lou, N. M., & Darvishnezhad, Z. (2021). To praise or not to praise? Examining the effects of ability vs. effort praise on speaking anxiety and willingness to communicate in EFL classrooms. Innovation in Language Learning and Teaching, 17(1), 88–101. https://doi.org/10.1080/17501229.2021.1938079
Google Scholar

Zarrinabadi, N., Rezazadeh, M., Karimi, M., & Lou, N. M. (2022). Why do growth mindsets make you feel better about learning and your selves? The mediating role of adaptability. Innovation in Language Learning and Teaching, 16(3), 249–264. https://doi.org/10.1080/17501229.2021.1962888
Google Scholar

2026
Published: 2022-05-31

ISSN: 2450-5455

eISSN: 2451-2125

10.31261/tapsla

Publisher

Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press

Licence CC

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Submit

Disentangling English Language Motivation: A Study of Motivational Factors and the Interplay with Mindsets in Chilean Secondary Students

Abstract

Keywords:

Claudia V. Tapia Castillo

Information