Promoting growth in foreign and second language education: A research agenda for mindsets in language learning and teaching
By Nigel Mantou Lou, Kimberly A. Noels. System (Linköping), 2019
237 citations recorded by the source corpus.
Abstract Learners' mindsets have received much attention in psychology and education research, but only recently have foreign/second language acquisition (SLA) researchers begun to study these beliefs. Mindsets refer to lay people's beliefs about whether human attributes (e.g., intelligence, personality, language aptitude) are essential, pre-determined traits (fixed mindsets) or malleable propensities can be cultivated (growth mindsets). To encourage more SLA investigations on mindsets, we review existing studies of mindsets in language education to summarize current knowledge and to identify research gaps. We specifically address five questions: (1) What are people's mindsets about language learning ability? (2) How are mindsets linked to other motivational factors? (3) How do contexts influence language mindsets? (4) Do growth-mindset interventions contribute to more adaptive learning, and if so, how? (5) How can educators support students' growth mindset? We highlight that mindsets are systematically associated with various motivational factors in a meaning-making system that guides learners' emotional responses and behavioural acts across different situations. We discuss avenues for future work on whether, why, how, when, for whom, and to what extent mindsets impact different educationally relevant outcomes, including persistence, resilience, and achievement. Understanding these complex questions are important for informing effective education and advancing motivation research in SLA.
Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Social Psychology
View Paper: https://www.semanticscholar.org/paper/31199de29272fafc93b092cf51cae282e9d02c3f
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Citations in the corpus
- The role of growth mindset, self-efficacy and intrinsic value in self-regulated learning and English language learning achievements (2020, background): “Although the influence of growth mindset has been widely examined across various academic domains, it has rarely been considered in EFL/ESL contexts (Lou & Noels, 2019).”
- Growth mindset predicts achievement only among rich students: examining the interplay between mindset and socioeconomic status (2021, background): “intelligence in general or should it instead be measured in reference to ability in a specific domain such as math or English? Although Dweck’s (1999) original research on mindsets have referred to beliefs about intelligence in general, studies have also emerged suggesting the need to measure domain”