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

Lou, Nigel Mantou; Noels, Kimberly A.

doi:10.1016/j.cedpsych.2016.03.004

Cited by 152 publications

(145 citation statements)

References 45 publications

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“…Whereas Dweck's theory has recently been employed in a few studies in the field of language learning (e.g., Lou & Noels, , ; Mercer & Ryan, ), the relationship between L2 learners’ mindsets, beliefs, or attitudes toward CF, and by extension, their FSB has remained unexplored. One notable exception is a study by Waller and Papi (), which found that a fixed L2 writing mindset positively predicted a feedback‐avoiding orientation whereas a growth mindset predicted a feedback‐seeking orientation and 50% of variance in L2 writing motivation, suggesting the importance of this theory in understanding the interface between motivation and FSB.…”

Section: Achievement Goals and Mindsetsmentioning

confidence: 99%

Feedback‐Seeking Behavior in Language Learning: Basic Components and Motivational Antecedents

Papi

Ríos

Pelt

et al. 2019

The Modern Language Journal

103

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This study investigated the concept of corrective feedback in second language learning as a learning resource, recasting it as feedback‐seeking behavior. Dweck's (1999) mindsets, Korn and Elliot's (2016) achievement goals, and Ashford's (1986) model of feedback‐seeking behavior were re‐operationalized in the context of language learning. Questionnaire data from 287 college students studying foreign languages in the United States confirmed that learners make calculated decisions regarding whether to seek feedback, by what method, and from what source, based on their own perceptions of the costs and values associated with different feedback‐seeking strategies, which are, in turn, largely predicted by the learners’ language mindsets and achievement goals. Learners with a growth language mindset and development‐approach goals sought feedback using both monitoring and inquiry methods and from teachers and others. Learners with a fixed language mindset and demonstration goals sought feedback only by method of inquiry but from different sources depending on the valence (approach vs. avoidance) of their goals.

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Section: Achievement Goals and Mindsetsmentioning

confidence: 99%

Feedback‐Seeking Behavior in Language Learning: Basic Components and Motivational Antecedents

Papi

Ríos

Pelt

et al. 2019

The Modern Language Journal

103

View full text Add to dashboard Cite

show abstract

“…Experiment in Lou & Noels (2016) shows adult learners primed towards an incremental mindset show more adaptive goals and intended effort. In general education, see Dweck (1999) on how learners can be guided towards a growth mindset through (e.g.…”

Section: Relatednessmentioning

confidence: 99%

The motivational dimension of language teaching

2017

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Motivation is recognized as a vital component in successful second language learning, and has been the subject of intensive research in recent decades. This review focuses on a growing branch of this research effort, that which examines the motivational effects of language teaching. This is pertinent because, despite enhanced mobility and expanding access to foreign languages online, most learners' early encounters with the second language (L2) still take place in classrooms, and these encounters may shape attitudes and determine students' willingness to invest further in the L2. Four main types of research are reviewed: first, that which deliberately seeks to identify and evaluate strategies to motivate L2 learners; second, that which has tested the validity of psychological theories of motivation by applying their precepts in L2 classrooms; third, that which assesses the motivational effects of a pedagogical innovation or intervention; fourth, research on what has been too often the unintended outcome of language education, namely learner demotivation. The review highlights the complexity of the relationship between teaching and learner motivation but an attempt is made to articulate some emerging verities and to point towards the most promising avenues for future research.

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“…How can students shift away from these traditional beliefs toward stronger Communication Orientation? In Lou & Noels's (2016) study, having learners read scientific evidence about incremental theories influenced their mindset as well as their approaches to learning. This suggests that teachers' explanations about the effectiveness of each instruction method or task can be influential in shaping learners' beliefs.…”

Section: Pedagogical Implicationsmentioning

confidence: 99%

“…Early studies of beliefs (e.g., Horwitz, 1988;Mori, 1999) fall under two broad categories: (a) beliefs about the nature of language learning, including the role of language aptitude or natural talent, and (b) beliefs about the effectiveness of certain language learning approaches or strategies. Recently, some studies have followed up on the nature of language learning employing as a theoretical basis the psychological construct of implicit theories (Dweck, 1999(Dweck, , 2006, or mindsets regarding the nature of intelligence as fixed or changeable (e.g., Lou & Noels, 2016, 2017Mercer & Ryan, 2010;Noels & Lou, 2015;Ryan & Mercer, 2011). These studies have probed how learners' implicit theories or mindsets about language learning (e.g., need for natural talent, need for exposure to the context where the target language is spoken) affect language learning motivation and behaviors.…”

Section: Learner Beliefsmentioning

confidence: 99%

Influence of Learner Beliefs and Gender on the Motivating Power of L2 Selves

Yashima

Nishida

Mizumoto

2017

The Modern Language Journal

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This study investigates 3 unexplored issues regarding Second Language (L2) Motivational Self System theory. It further validates the theory using multiple structural equation modeling (SEM) along with a procedure comparing the strength of corresponding paths. Japanese university freshmen (N = 2,631) responded to a questionnaire and took the TOEFL‐ITP test. Results showed the following: (a) Stronger Ideal and Ought‐to L2 self visions led to intended effort, accounting in turn for higher levels of objectively measured proficiency. (b) Two types of learner beliefs reflecting L2 learning experience—Communication Orientation (the tendency to value extensive use of language) and Grammar–Translation Orientation (the tendency to value learning grammar explicitly)—influenced the 2 future selves differently. The former affected Ideal self more than Ought‐to self, while the reverse was true of the latter. (c) Women's greater tendency to value communication activities influenced their stronger vision of Ideal L2 self. A stronger link between Grammar–Translation Orientation and Ought‐to self in male students than in female students was found. Finally, the etic approach using SEM allowed for a comparison of studies conducted in different sociocultural contexts, showing stronger motivating power for Ought‐to self in Japan along with gender differences, a finding with context‐specific explanations.

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

Cited by 152 publications

References 45 publications

Feedback‐Seeking Behavior in Language Learning: Basic Components and Motivational Antecedents

Feedback‐Seeking Behavior in Language Learning: Basic Components and Motivational Antecedents

The motivational dimension of language teaching

Influence of Learner Beliefs and Gender on the Motivating Power of L2 Selves

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