Relationship among Self-determination, Growth Mindset and EFL Students’ Language Proficiency

Abstract

The main aim of this study was to examine the relationship between self-determination and growth mindset with the English language proficiency of EFL tertiary students in the learning environment in China. The study involved 444 EFL students from one randomly selected faculty in a university located in Ningxia, China. The study utilized a quantitative research design. The findings revealed that the EFL students’ overall self-determination was at a moderate level, and there was a significant difference based on English language proficiency. Correspondingly, the EFL students displayed moderately positive perceptions of growth mindset, but no significant differences were seen with regard to English language proficiency. Keywords: EFL students, self-determination, growth mindset, English language proficiency eISSN: 2398-4287 © 2022. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians/Africans/Arabians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI:

Understanding Positive Psychological Factors for Sustainable EFL Learning

“…To promote grit in students, teachers should praise and reward their students for motivating them to be determined language learners (Yin et al, 2022). Teachers should guide students in developing realistic long-term learning objectives and devising strategies for achieving them.…”

“…Henceforth, most countries, including China, have introduced English as Foreign Language (EFL) in all schools and tertiary institutions. However, Chinese EFL students' acquisition of English has become a matter of concern as most of them have failed to reach the required competency (Yin et al, 2022). Foreign Language (FL) learning is a challenging task, and this issue is of concern in China and other Asian nations where EFL students live in a homogenous and exam-oriented environment with limited exposure to English (Jiang & Dewaele, 2019).…”