Changing language mindsets: Implications for goal orientations and responses to failure in and outside the second language classroom

By Nigel Mantou Lou, Kimberly A. Noels. 2016

204 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/c9d08e186ca40fc0cd69269c56f93781e9ed7844

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Citations in the corpus

A CLOSER LOOK AT GRIT AND LANGUAGE MINDSET AS PREDICTORS OF FOREIGN LANGUAGE ACHIEVEMENT (2020, methodology): “For language mindset, we used Lou and Noels’s (2017a) language mindset inventory.”
Self-efficacy, task values and growth mindset: what has the most predictive power for primary school students’ self-regulated learning in English writing and writing competence in an Asian Confucian cultural context? (2020, unknown): “…the writing task to be interesting and useful, and believe that competence can be improved through effort and practice, are more likely to expend efforts, seek challenges and persist in the face of setbacks, thus obtaining higher academic achievements (Blackwell et al., 2007; Lou & Noels, 2016).”
Mindsets as sources of L2 speaking anxiety and self-confidence: the case of international teaching assistants in the U.S. (2021, methodology): “…a comment by an anonymous reviewer, we ran a moderation analysis with TA Experience as the moderator but found no signi ﬁ cant moderation by this variable. lack of ability (Lou and Noels 2016) and get more sensitive to rejection in their interactions with native speakers (Lou and Noels 2019).”
Feedback‐Seeking Behavior in Language Learning: Basic Components and Motivational Antecedents (2019, methodology): “WhereasDweck’s theory has recently been employed in a few studies in the field of language learning (e.g., Lou & Noels, 2016, 2017; Mercer & Ryan, 2009), the relationship between L2 learners’ mindsets, beliefs, or attitudes toward CF, and by extension, their FSB has remained unexplored.”
L2 grit: Passion and perseverance for second-language learning (2020, background): “Recently, some SLA researchers have highlighted the role that language learners’ mindsets may play in L2 learning and use (e.g. Lou & Noels, 2016; Waller & Papi, 2017).”
The role of growth mindset, self-efficacy and intrinsic value in self-regulated learning and English language learning achievements (2020, background): “Especially, many students may believe that achievements in language learning are well associated with a gift or the ear for languages, and thus they may be less likely to report having a growth mindset in language learning than in other areas (Horwitz, 1999; Lou & Noels, 2016).”
The motivational dimension of language teaching (2017, background): “As Ushioda (2011a) points out, this mirrors to some extent the theme of ‘personalization’ within communicative language teaching, but Luk’s (2005) study shows how ‘off-the-shelf’ communicative tasks which might work in a western context fall flat in a Hong Kong school; instead, learner motivation is”