Lemon, RobertBorden, RebeccaRodriguez, Andrea2018-12-142018-12-142018-12-14https://hdl.handle.net/11244/316790Abstract In recent years, Carol Dweck, Ph.D’s mindset research has influenced and shaped educational practice. However, Dweck’s research has received little attention in foreign language pedagogy and classroom discourse. This study argues that explicit instruction, discussion, and examination of mindsets in introductory collegiate-level foreign language classes may significantly increase a student’s willingness to communicate in the target language, contribute to a more positive view of themselves and others in the context of foreign language learning, and allow students to re-frame their understanding of failure in order to promote learning. The overarching goal of this study is to provide research to the foreign language community which supports transparent incorporation of mindset theory into the classroom in order to promote safe foreign language learning environments and to equip students with the tools to successfully address and persevere, in spite of fixed mindset triggers. Keywords: Mindset; Growth Mindset; Fixed Mindset; Fixed Mindset Triggers; Willingness to Communicate; Perceptions of Self and Other.Growth MindsetFixed MindsetFixed-Mindset TriggersForeign Language Learners