Promoting growth in foreign and second language education: A research agenda for mindsets in language learning and teaching

Lou, Nigel Mantou; Noels, Kimberly A.

doi:10.1016/j.system.2019.102126

Cited by 148 publications

(123 citation statements)

References 72 publications

Supporting

Mentioning

113

Contrasting

Unclassified

Order By: Relevance

“…This study also revealed that different constructs from Dörnyei's L2 Motivational Self System have shown different levels of predictive relationships with feedback engagement/preference variables, with ideal L2 self being the weakest. Further research is needed to understand how other motivational constructs such as goal orientation and language mindsets (Dweck and Leggett, 1988;Lou and Noels, 2019) may impact student feedback engagement and learning outcomes. Pedagogically, since teachers exert an important influence on what attitudes students have toward classroom learning experience, we therefore argue that EFL teachers need to shoulder the burden of making the EFL classroom a supportive environment that promotes a positive self-concept and self-confidence as the first step toward minimizing potential negative emotional well-being among students and stimulating students' active feedback use.…”

Section: Resultsmentioning

confidence: 99%

How Learning Motivation Influences Feedback Experience and Preference in Chinese University EFL Students

Gan¹

2020

Front. Psychol.

View full text Add to dashboard Cite

Drawing on the argument that students' different learning behaviors, including their perceptions of and engagement with feedback, could have roots in learners' fundamental motivational characteristics, this study examines how different second language learning motivational variables may predict university EFL (English as a foreign language) students' feedback experience and preference. Data were collected from EFL students from three universities in an Asian region (N = 409) through three self-report questionnaires. Results of structural equation modeling (SEM) revealed that different components of the second language learning motivational construct appear to display differential associations with EFL students' feedback experience and preference. In particular, this study brought to light the crucial role of attitudes to classroom English learning and intended learning effort as essential mediating motivational variables in predicting how EFL students conceive of and act on feedback. The findings of this study also provide significant insights into a complex and dynamic view of how student preference for different types of feedback actually works in the feedback process. The authors conclude by arguing that EFL teachers need to shoulder the burden of making the EFL classroom a supportive environment that promotes a positive self-concept and self-confidence as the first step toward stimulating students' active feedback use, and that conditions need to be created to allow for connection of students' preference for learning process-oriented feedback to action to maximize the pivotal role that students play in the classroom and learning process.

show abstract

Section: Resultsmentioning

confidence: 99%

How Learning Motivation Influences Feedback Experience and Preference in Chinese University EFL Students

Gan¹

2020

Front. Psychol.

View full text Add to dashboard Cite

show abstract

“…Furthermore, it may be possible to nudge students towards a stronger growth mindset by helping them to develop more adaptive goals and behaviours. From a meaning system perspective, individual components of a coherent motivational framework derive meaning from one another, and people may revise their beliefs about ability in keeping with changes in other motivational constructs (Barger & Linnenbrink-Garcia, 2017;Lou & Noels, 2019).…”

Section: Implications For Practicementioning

confidence: 99%

Same mindset, different goals and motivational frameworks: Profiles of mindset-based meaning systems

McLellan

2020

Contemporary Educational Psychology

View full text Add to dashboard Cite

show abstract

“…As this study showed, learners could readily perceive whether the feedback provider believed in their potential in English or not, which in turn influenced learners’ psychological need satisfaction and mindsets. To foster a growth mindset in their learners, for example, educators can openly share their belief that everyone has the potential ( Rattan et al, 2018 ), provide opportunities for learners to experience “growth,” and behave in line with their beliefs (e.g., by providing improvement feedback, creating a fair learning environment that does not favor high-achieving learners, utilizing growth-oriented assessments, and providing support when it is needed; see Lou and Noels, 2019b , for a discussion). As a result, learners who perceive that their teachers support their growth would likely put more effort, feel more confident, and be more resilient in the face of challenges ( Burns et al, 2019 ; Dweck and Yeager, 2019 ).…”

Section: Discussionmentioning

confidence: 99%

“Does My Teacher Believe I Can Improve?”: The Role of Meta-Lay Theories in ESL Learners’ Mindsets and Need Satisfaction

Lou

Noels

2020

Front. Psychol.

Self Cite

View full text Add to dashboard Cite

Supporting students’ growth mindsets (i.e., beliefs that ability can be improved) and basic psychological needs (i.e., needs for autonomy, competence, and relatedness) is an important way to sustain their motivation and resilience after challenging situations. We argue that others’ feedback may support or undermine mindsets and need satisfaction simultaneously through students’ meta-lay theories—that is, students’ perceptions of whether others (in this case, their teacher) believe that ability can be improved or not. We conducted a randomized controlled experiment in which 180 university students who spoke English as their second language failed a difficult English test and received either feedback from a teacher who consoled their lack of ability, feedback that focused on improving ability, or no feedback. We found that compared to students receiving no feedback, students receiving ability-consoling feedback perceived that the teacher believed less in their potential and felt less competent, and students receiving improvement-oriented feedback perceived that the teacher believed more in their potential. Consequently, meta-lay theory (“the teacher believes I can change my ability”) predicted students’ endorsement of growth mindsets (“I believe I can improve”) and need satisfaction (sense of competence, relatedness, and autonomy). In turn, mindsets and need satisfaction jointly predicted language confidence and beliefs about mistakes. Only need satisfaction, however, predicted task avoidance and duration of task engagement. Meta-lay theories underlie the processes through which feedback supports or undermines students’ resilience after failure.

show abstract

Promoting growth in foreign and second language education: A research agenda for mindsets in language learning and teaching

Cited by 148 publications

References 72 publications

How Learning Motivation Influences Feedback Experience and Preference in Chinese University EFL Students

How Learning Motivation Influences Feedback Experience and Preference in Chinese University EFL Students

Same mindset, different goals and motivational frameworks: Profiles of mindset-based meaning systems

“Does My Teacher Believe I Can Improve?”: The Role of Meta-Lay Theories in ESL Learners’ Mindsets and Need Satisfaction

Contact Info

Product

Resources

About