Recently considering the shortcomings of matching CF to learner's learning style, literature has focused on "style stretching"; helping students to use learning opportunities even though they mismatch their habitual learning style. Even though literature shows that learning style is malleable, are students equally able to pass this challenge? Based on Dweck (2000) our ability in exploiting the malleable nature of traits depends on how we see them; our implicit theory. Therefore in our study we aimed to investigate how students’ implicit theory of learning style defines their ability in benefiting from WCF that mismatches their learning style. The result showed that learners with incremental theory of learning style were more successful in gaining L2 accuracy than the entity learners.
