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Non-native second language (NNL2) teachers’ perceived L2 proficiency loss is a widespread, yet largely underrepresented phenomenon. This study used a sample of 969 Chinese secondary school non-native English teachers (91.6% female,  M  age  = 37.18, SD = 9.45) to examine their decremental beliefs toward English language proficiency within the framework of mindsets. Both variable-centered and person-centered approaches were adopted to perform data analysis. Confirmatory factor analysis provided validity evidence for the decremental mindset construct. Latent profile analysis categorized the participants into three groups: low decremental mindset, moderate decremental mindset, and moderate-high decremental mindset teachers. Multi-group structural equation modeling demonstrated that the direct effect of a decremental mindset on effort beliefs about English language ability loss was evident across the three groups, whereas only the decremental mindset of certain moderate-high decremental mindset teachers could lead to prevention-focused motivation. As an early attempt to examine people’s decremental beliefs toward language ability, this study extends existing research on language mindsets and provides a new perspective for the analysis of NNL2 teachers’ perceived L2 proficiency loss. Practical implications for NNL2 teacher educators and administrators are discussed on the basis of the findings.

international review of applied linguistics in language teaching

Measuring and profiling Chinese secondary school English teachers’ language mindsets: an exploratory study of non-native teachers’ perceived L2 proficiency loss