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Exploring the relationship between language learning mindsets, academic success, and language proficiency in English medium medical education

ORCiD logo with link | Umm Al-Qura University
ORCiD logo with link | University of BathBath | Khazar University
Published online: 16 March 2026
DOI logo with link
https://doi.org/10.1075/jicb.24008.gaf
Abstract
Language Learning Mindsets (LLMs) encompass learners’ beliefs concerning language learning and how these beliefs can influence their motivation to embrace challenges to learn better. This study investigates the relationship between LLMs and academic success in a fourth-year medical programme at a public university utilising English Medium Instruction (EMI). Using the Language Mindsets Inventory (LMI), the study evaluates the growth and fixed mindsets of 133 students towards language learning. Academic success is measured through grades obtained in courses delivered in English, as well as preparatory English courses, specifically English for General Purposes (EGP) and English for Specific Purposes (ESP). Utilising simple linear regression analysis, the study examined the relationship between the dependent variables, namely growth and fixed LLMs, and the predictor variable, academic success in EMI courses. The findings indicate that both growth and fixed LLMs emerged as statistically significant predictors of EMI academic success. This suggests that students with a growth mindset exhibited enhanced academic achievement in EMI contexts. Conversely, a fixed mindset was inversely related to academic success, and notable gender differences emerged in fixed LLMs. The results underscore the importance of educators receiving training on how to address different LLMs among students. This training can help educators encourage the development of growth mindsets in all learners and support students with fixed mindsets. Policymakers should consider the implications of LLMs when developing educational policies. This may include allocating resources for research on effective mindset interventions and incorporating mindset-oriented approaches into educational policies.
ملخص البحث
استقصاء العلاقة بين عقليات تعلّم اللغة، والنجاح الأكاديمي، والكفاءة اللغوية في التعليم الطبي باللغة الإنجليزية
تتمثل عقلية تعلّم اللغة (LLMs) في قناعات المتعلمين فيما يخص تعلّم اللغة، وكيف لهذه القناعات التأثير على تحفيزهم لتقبّل التحديات من أجل الحصول على عملية تعلّم مثلى. وتبحث هذه الدراسة في العلاقة ما بين عقلية تعلّم اللغة والنجاح الأكاديمي في برنامج الطب للسنة الرابعة في جامعة حكومية تعتمد نهج التعليم باللغة الإنجليزية (EMI). ومن خلال استخدام مقياس عقلية تعلم اللغة (LMI)، تقيس الدراسة العقلية القابلة للتطوّر والعقلية غير القابلة للتغيّر لـ 133 طالباً تجاه تعلّم اللغة. ويُقاس النجاح الأكاديمي من خلال الدرجات المرصودة في المقررات التخصصية المقدَّمة باللغة الإنجليزية، وأيضاً في المقررات التحضيرية في اللغة الإنجليزية، وبالتحديد تدريس اللغة الإنجليزية لأغراض عامة (EGP)، وتدريس اللغة الإنجليزية لأغراض خاصة (ESP). وباستخدام تحليل الانحدار الخطي البسيط، تتقصى الدراسة العلاقة ما بين المتغيرات التابعة وهي عقلية تعلّم اللغة، والمتغير المستقل المتمثل في مقررات التعليم باللغة الإنجليزية. وتشير المعطيات إلى أن كلاَّ من العقلية القابلة للتطوّر والعقلية غير القابلة للتغيّر في تعلّم اللغة يعدّان متغيرَين مستقلَّين إحصائياَ فيما يخص النجاح الأكاديمي في التعليم باللغة الإنجليزية؛ مما يشير إلى أن الطلاب الذين يملكون العقلية ذات التوجّه النمائي قد أحرزوا تقدماً في التحسن الأكاديمي في سياق التعليم باللغة الإنجليزية. وعلى النقيض من ذلك، ارتبطت العقلية ذات التوجّه الجامد عكسياً بالنجاح الأكاديمي، وظهرت فروقات ملحوظة بين الجنسين في العقلية غير القابلة للتغيّر لتعلّم اللغة. وتشدد النتائج على أهمية تلقّي المعلّمين تدريباً في كيفية معالجة مختلف عقليات تعلم اللغة بين الطلاب؛ إذ بإمكان هذا التدريب دعم المعلمين في تحفيز توسّع نطاق عقلية تعلم اللغة لدى جميع المتعلّمين ودعم الطلاب ذوي العقلية غير القابلة للتغيّر. وينبغي على صانعي القرار في القطاع التعليمي اعتبار مقتضيات عقلية تعلّم اللغة عند صياغة السياسات التعليمية، وهذا يشمل تخصيص الموارد لإجراء البحوث حول التدخلات الفعّالة فيما يتعلق بالعقلية، ودمج الأساليب التي تركز على العقلية ضمن السياسات التعليمية.
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1English Language proficiency and academic success in EMI
    • 2.2Benefits of EMI
    • 2.3Challenges of EMI
    • 2.4Role of language proficiency in EMI
    • 2.5Language learning mindsets (LLMs)
    • 2.6Academic success in EMI contexts and language learning mindsets
    • 2.7Gender-related differences in language mindsets
  • 3.The study
    • 3.1Context
    • 3.2Participants
    • 3.3Instruments and procedures
      • The language mindsets inventory (LMI, Lou & Noels, 2019)
      • Academic achievement scores
      • The English Language achievement scores
  • 4.Data analysis
  • 5.Results
    • 5.1Language Learning Mindsets (LLMs) and EMI Academic Course Scores
    • 5.2LLMs and English for Academic Purposes (EGP)
    • 5.3LLMs and English for specific purposes (ESP)
    • 5.4Growth LLMs and the four variables (EMI Academic Achievement, EGP and ESP Scores, and Gender)
    • 5.5Fixed LLMs and the Four Variables (EMI Academic Achievement, EGP Scores, ESP Scores and Gender)
    • 5.6Growth and fixed LLMs — gender
  • 6.Discussion
  • 7.Conclusion
  • Disclosure statement
  • References
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