<![CDATA[Learning English as a Foreign Language (EFL) continues to face various challenges, particularly in fostering students' positive beliefs about their learning abilities. Limited exposure to English, inadequate environmental support, and learning experiences have prevented many students from consistently demonstrating a growth mindset when facing learning challenges. This study aims to analyze students' growth mindset in English language learning and to examine the contextual factors influencing its development. The study employed a qualitative approach using a case study design supported by quantitative data as complementary evidence. The participants of this study were eighth-grade students. Data were collected using a growth mindset questionnaire and semi-structured interviews that had been validated through expert judgment. The data were analyzed using descriptive analysis to classify students' mindset profiles and thematic analysis to interpret the interview findings. The results revealed that most students demonstrated a transitional mindset profile, characterized by a belief in the importance of effort but an inability to consistently apply that belief in challenging learning situations. The development of students' growth mindset was influenced by limited exposure to English, family beliefs, and the emotional climate of the classroom. This study concludes that growth mindset is a dynamic construct that develops through the interaction between individual factors and the learning environment. The findings imply the importance of developing instructional strategies that strengthen students' positive beliefs, enhance perseverance, and create a safe and supportive learning environment that encourages active participation in English language learning.]]>
