Conceptualizing Growth Orientation in Foreign Language Learning: A Case of Iranian EFL Learners

There is a growing body of literature that recognizes the importance of growth constructs (e.g., growth mindset, personal best goals, and mastery-approach goals) in academic outcomes. Recently, a number of studies have identified an underlying growth orientation factor which has been described as students’ broad inclination toward academic growth. However, past research has been mostly limited to the field of mathematics education and western contexts. This study aimed to conceptualize the construct of growth orientation within the context of English language learning in Iran. To this aim, 29 tertiary-level learners of English were interviewed. Transcriptions of the semi-structured interviews were analyzed using thematic analysis. The results indicated that English language growth orientation encompasses six major areas: goals and motivations, persistence of effort, consistency of interest, teacher support, peer support, and family support. Our findings provide initial insights into students’ perceptions of the English language growth orientation construct.