This study delves into the complex interplay between foreign language (L2) speaking growth mindset, self-efficacy, self-regulation, and speaking performance of 251 English as a Foreign Language (EFL) learners enrolled in International English Language Testing System (IELTS) speaking courses. The study utilized adapted scales for growth mindset, self-efficacy, and self-regulation, coupled with IELTS speaking assessments. Initial measurement models underwent adjustments, ensuring satisfactory convergent and divergent validity. Structural Equation Modeling (SEM) uncovered significant direct and indirect effects, with the hypothesized model outperforming alternative pathways. The discussion highlights key findings, emphasizing the direct positive influence of growth mindset and self-efficacy on L2 speaking performance. Additionally, self-regulation emerged as a crucial mediator, facilitating the translation of a growth mindset and self-efficacy into enhanced speaking proficiency. These insights underscore the importance of cultivating a growth mindset, self-efficacy, and self-regulation in language learning contexts to optimize L2 speaking outcomes.
