2021
DOI: 10.1080/17501229.2021.1907750
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Mindsets as sources of L2 speaking anxiety and self-confidence: the case of international teaching assistants in the U.S.

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Cited by 63 publications
(32 citation statements)
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“…For example, experimental studies have demonstrated that foreign language learners with growth (vs. fixed) mindsets were more likely to endorse mastery goals and were more persistent during challenges (Lou & Noels, 2017; Papi et al, 2019). Language researchers have also focused on language anxiety, or the feeling of apprehension when using the target language, as part of the mindset system (Lou & Noels, 2020a; Ozdemir & Papi, 2021). When the situation of language learning and using becomes challenging, those who endorsed fixed (vs. growth) mindsets are more anxious.…”
Section: Literature Reviewmentioning
confidence: 99%
“…For example, experimental studies have demonstrated that foreign language learners with growth (vs. fixed) mindsets were more likely to endorse mastery goals and were more persistent during challenges (Lou & Noels, 2017; Papi et al, 2019). Language researchers have also focused on language anxiety, or the feeling of apprehension when using the target language, as part of the mindset system (Lou & Noels, 2020a; Ozdemir & Papi, 2021). When the situation of language learning and using becomes challenging, those who endorsed fixed (vs. growth) mindsets are more anxious.…”
Section: Literature Reviewmentioning
confidence: 99%
“…These students might, however, feel underappreciated when their identity as future scholars, educators, and professionals is reduced to their English accent-which might be seen as a deficit rather than an asset-and their teaching qualifications are judged not by their unique knowledge, experiences, expertise, and instructional methods but by their performance on a standardized English proficiency test. Such a limited and deficit-oriented view of ITAs has likely contributed to their feeling of insecurity about their English (e.g., Hebbani & Hendrix, 2014;Kasztalska, 2019;Ozdemir & Papi, 2021), communication anxiety (Roach & Olaniran, 2001), and linguistic, pedagogical, and cultural challenges in their academic interactions (Adebayo & Allen, 2020).…”
Section: A New Language Is a New Worldmentioning
confidence: 99%
“…Many studies have been carried out and many models and theories have been taken place showing the necessity of self confidence in the acquisition of SLA. In the primary stage of L2 learning, self-confidence has been considered as an affective factor on attitudes and motivation with a social psychological approach that determines L2 achievement (Ozdemir & Papi, 2021;Ghasemi, 2018;Clément, 1980;Gardner et al, 1997). Those learners can acquire better communicative competence who are comparatively more confident (Ozdemir & Papi, 2021;Clément & Kruidenier, 1985).…”
Section: Literature Reviewmentioning
confidence: 99%
“…In the primary stage of L2 learning, self-confidence has been considered as an affective factor on attitudes and motivation with a social psychological approach that determines L2 achievement (Ozdemir & Papi, 2021;Ghasemi, 2018;Clément, 1980;Gardner et al, 1997). Those learners can acquire better communicative competence who are comparatively more confident (Ozdemir & Papi, 2021;Clément & Kruidenier, 1985). Rubio (2007) defines self-confidence as a feeling of self-competence that an individual requires for overcoming the fundamental problems of life.…”
Section: Literature Reviewmentioning
confidence: 99%