چکیده:
The priming of different mindsets is expected to guide L2 students to pursue different achievement goals in language learning that direct them to respond differently in challenging situations.This study assessed a significant predictor variable(s) of goal orientation in mindset variables and a significant predictor variable(s) of responses to failure among mindsets and goal orientations.Thequestionnaires were distributed to 68 university students.Several semi-structured interviews with 10 university students were done.T-test, multiple hierarchical regression analyses,and thematic analysis was employed to analyze the data. The results showed a significant difference between high and low proficient students regarding mindset and goal orientation. It showed that their mindset positively predicted their goal orientation, furthermore, mindset and goal orientation positively predicted responses to failure. Results of interviews showed that language learning mindset could be improved by hardworking.It was concluded that L2 studnets who held a growth mindset became more proficient; they were inspired to learn more and held more learning goals. The study may have implications forsyllabus designers and material developers.
خلاصه ماشینی:
Exploring Language Mindsets, Goal orientations, and Responses to Failure: Proficiency Level in Focus Forough Sadeghi1, Firooz Sadighi1,*, Mohammad Sadegh Bagheri1 1 Department of English Language, Shiraz Branch, Islamic Azad University, Shiraz, Iran Submission date: 22 February, 2021 Acceptance date: 14 April, 2021 Abstract The priming of different mindsets is expected to guide L2 students to pursue different achievement goals in language learning that direct them to respond differently in challenging situations.
The findings of their study indicated that holding a growth mindset predisposes language students to display more positive emotions and mastery reactions in response to personal and hypothetical failure situations while learning and/or using foreign or second languages.
The results showed that in the growth condition, students more strongly endorsed learning goals regardless of their proficiency, and in turn reported more mastery-oriented responses in failure situations and stronger intention to continue learning the target language.
However, much uncertainty remains about the significant difference between high and low proficient EFL students about their mindsets, goal orientations, and responses to failure.
Data Analysis Procedure To answer the first question, at-test was used to find whether high and low proficient students differed significantly regarding mindsets, goal orientations, and responses to failure.
6. Conclusion The present study examined whether there was a significant difference between high and low proficient EFL students about their mindsets, goal orientation, and responses to failure.
Changing language learning mindsets: The role of implicit theories of L2 intelligence for goal orientations and responses to failure.