A CLOSER LOOK AT GRIT AND LANGUAGE MINDSET AS PREDICTORS OF FOREIGN LANGUAGE ACHIEVEMENT

Learning a second/foreign language (L2) is a long process and L2 learners certainly will encounter setbacks and discouragements during this process. However, their reactions to these failures might be different based on their perceptions of L2 learning ability and their subsequent effort put into L2...

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Vydané v:Studies in second language acquisition Ročník 43; číslo 2; s. 379 - 402
Hlavní autori: Khajavy, Gholam Hassan, MacIntyre, Peter D., Hariri, Jamal
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: New York, USA Cambridge University Press 01.05.2021
Predmet:
Academic Achievement
Academic Persistence
Achievement
Achievement Need
Applied Linguistics
College Students
Confirmatory factor analysis
English as a second language learning
Factor Analysis
Factor Structure
Foreign language learning
Foreign languages
Gender Differences
Help Seeking
Individual Differences
Language
Language acquisition
Language Aptitude
Language Attitudes
Language Impairments
Learning
Linguistics
Meta Analysis
Metacognition
Motivation
Perceptions
Perseveration
Persistence
Predictor Variables
Reading Achievement
Research Article
Researchers
Second Language Learning
Self Efficacy
Setbacks
Structural equation modeling
Structural models
Student Attitudes
Student Motivation
Teaching
ISSN:0272-2631, 1470-1545
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Shrnutí:Learning a second/foreign language (L2) is a long process and L2 learners certainly will encounter setbacks and discouragements during this process. However, their reactions to these failures might be different based on their perceptions of L2 learning ability and their subsequent effort put into L2 learning. Based on this, the present study aimed at exploring two underresearched constructs within the field of applied linguistics, namely grit (continuous effort and interest for long-term goals) and language mindset (individuals’ perceptions of their language learning ability). We had five main aims: to examine (a) the factor structure of grit, (b) the factor structure of language mindset, (c) whether there are gender differences in grit or language mindset, (d) the relationships between language mindset and grittiness, and (e) the roles of grit and language mindset as predictors of L2 achievement. To address these aims, a total number of 1,178 university students who were taking general English courses took part in our study and completed the questionnaires. Results of confirmatory factor analysis indicated that the two-factor structure for both grit and language mindset fit the data better than the single-factor structure. We also tested several structural equation models and found that a growth language mindset weakly, but positively, predicted one component of grit (perseverance of effort, or POE), but not the other (consistency of interest, or COI). A fixed language mindset did not predict POE, but did negatively predict COI. Finally, only growth language mindset was a weak, positive predictor of L2 achievement. At the end, theoretical and pedagogical implications regarding the role of grit and language mindset in L2 learning are presented.
Bibliografia:ObjectType-Article-1
SourceType-Scholarly Journals-1
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ISSN:0272-2631
1470-1545
DOI:10.1017/S0272263120000480