Growth Mindset and IDLE as Predictors of Online EFL Achievement

作者：Oqab Alrashidi, Sultan Hammad Alshammarı · 发表于：International Journal of Information and Communication Technology Education · 年份：2026 · DOI：10.4018/ijicte.407407 · 研究领域：EFL/ESL Teaching and Learning、Grit, Self-Efficacy, and Motivation、Education, Achievement, and Giftedness

This study examined the predictive and mediating relationships among the growth language mindset, the informal digital learning of English (IDLE), foreign language enjoyment, and academic achievement in the context of online English as a foreign language (EFL) courses. Data were collected from 237 EFL university students and analyzed using structural equation modeling. The results indicated that both growth mindset and IDLE significantly predicted foreign language enjoyment. Growth mindset also exerted a direct positive effect on academic achievement, whereas IDLE did not. Instead, foreign language enjoyment fully mediated the association between IDLE and achievement and partially mediated the link between growth mindset and achievement. These findings highlight the important role of enjoyment as an affective mechanism that connects learner beliefs and behaviors to academic outcomes in online learning environments. Overall, the study contributes to the growing literature on positive psychology and informal learning in EFL education.