A substantial body of research demonstrates the influence of beliefs about language learning on motivation, engagement, and academic outcomes. Recent studies have focused on language mindsets—beliefs about the malleability of language learning abilities—as influential factors. While existing research often examines language mindsets and self-efficacy in isolation, this study investigates their interplay with engagement and perceived proficiency (PP), which reflects an individual's subjective perception of their language skills and is linked to motivation. The study aims to explore how these factors interact to influence the motivational aspects of L2 learning, particularly focusing on PP's impact as a key motivational driver, potentially more influential than actual proficiency scores. This is because PP can greatly influence intrinsic motivation and behavior. The study seeks to understand how students' perceptions of their proficiency are influenced by their mindsets, self-efficacy, and engagement, providing a novel perspective on the motivational dynamics in language learning.

The literature review examines the concepts of language mindsets (fixed vs. growth), self-efficacy, engagement, and PP. It discusses the two-factor structure of language mindsets and the existing research on their relationship with language learning outcomes. The review also explores the role of self-efficacy in regulating motivation and behavior, its connection to language mindsets, and its mediating role in learning outcomes. The relationship between engagement and mindsets is also examined, with a focus on the various motivational factors that could influence these variables. Finally, the literature review discusses the importance of PP as a motivational factor in language learning and its potential relationship with mindsets and other variables. The review highlights the limited research on the interplay between these factors and the need for further investigation into their synergistic effects.

This quantitative study employed a convenient sampling method, collecting data from 257 Korean university students (118 male, 139 female) enrolled in English language courses. Participants completed questionnaires assessing perceived proficiency (PP) in four English skills (reading, writing, listening, speaking), language mindsets (using the Language Mindsets Inventory), self-efficacy (adapted from Bong, 2001), and engagement (adapted from Salmela-Aro and Upadyaya, 2014). Exploratory factor analyses (EFA) were conducted to assess the construct validity of the questionnaires. Path analysis, using LISREL 8.80, was employed to examine the direct and indirect effects among the variables, testing a hypothesized model proposing that self-efficacy and engagement mediate the relationship between language mindsets and PP. The fit of the model was assessed using multiple fit indices.

EFA confirmed the two-factor structure for language mindsets (growth and fixed) and the separate factors for self-efficacy and engagement. Path analysis revealed a strong positive relationship between a growth mindset and self-efficacy (γ = 0.56, t = 9.43***). A growth mindset also positively predicted engagement (γ = 0.15, t = 2.15*), but not PP directly. Conversely, a fixed mindset did not significantly predict self-efficacy, but it did predict engagement (γ = 0.15, t = 2.55*). Self-efficacy was a significant predictor of engagement (γ = 0.46, t = 7.15***) and PP (γ = 0.40, t = 5.63***). Engagement also significantly predicted PP (γ = 0.15, t = 2.42*). Importantly, self-efficacy fully mediated the relationship between growth mindset and PP (β = 0.29, t = 6.01***), indicating that the effect of a growth mindset on PP is channeled through self-efficacy. The indirect effect of self-efficacy on PP through engagement was also significant (β = 0.07, t = 2.3*).

The findings support the crucial role of a growth mindset in initiating L2 learning, primarily by influencing self-efficacy. The strong mediating role of self-efficacy emphasizes its importance in translating a growth mindset into positive learning outcomes, specifically engagement and perceived proficiency. The direct effect of self-efficacy on PP underscores the significance of learners' belief in their capabilities in shaping their perception of their proficiency. The study also acknowledges the complex interplay between mindsets, self-efficacy, engagement and PP and the limitations of focusing on a single variable when examining the success of second language learning. The distinct role of perceived proficiency, as a stronger intrinsic motivator than actual achievement, is highlighted. The results contribute to a deeper understanding of the motivational dynamics in L2 learning and provide insights for pedagogical practice.

This study emphasizes the importance of a growth mindset in L2 learning, particularly through its impact on self-efficacy and engagement. Self-efficacy emerges as a key mediator linking mindsets to perceived proficiency. The study highlights the need for interventions that foster growth mindsets and enhance self-efficacy. Future research could explore domain-specific mindsets and utilize mixed-methods approaches to better understand perceived proficiency.

The study's limitations include the use of a convenience sample from specific Korean universities, limiting generalizability. The reliance on self-reported PP may not fully capture actual L2 proficiency. Future research should address these limitations by employing larger, more representative samples and integrating qualitative data to enrich the understanding of perceived proficiency and expanding on domain-specific effects.