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 |
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| Hlavní autori: | , , |
| Médium: | Journal Article |
| Jazyk: | English |
| Vydavateľské údaje: |
New York, USA
Cambridge University Press
01.05.2021
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| ISSN: | 0272-2631, 1470-1545 |
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| Abstract | 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. |
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| AbstractList | 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. |
| Audience | Higher Education Postsecondary Education |
| Author | Khajavy, Gholam Hassan Hariri, Jamal MacIntyre, Peter D. |
| Author_xml | – sequence: 1 givenname: Gholam Hassan orcidid: 0000-0002-0926-960X surname: Khajavy fullname: Khajavy, Gholam Hassan email: hkhajavy@ub.ac.ir organization: University of Bojnord – sequence: 2 givenname: Peter D. surname: MacIntyre fullname: MacIntyre, Peter D. organization: Cape Breton University – sequence: 3 givenname: Jamal surname: Hariri fullname: Hariri, Jamal organization: University of Bojnord |
| BackLink | http://eric.ed.gov/ERICWebPortal/detail?accno=EJ1300624$$DView record in ERIC |
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| References | 2017; 40 2015; 39 2013; 27 2004; 29 2017; 48 2019; 10 2018; 40 2017; 113 2018; 43 2016; 38 2007; 78 2018; 47 2014; 64 2017a; 101 2014; 5 2006; 61 2009; 91 1992; 112 2017; 35 2015; 43 2005; 75 2014; 19 2014; 52 2014; 8 2016; 47 2019; 111 2016; 46 2002; 38 2006; 90 2018; 29 2015; 6 2010; 35 2019; 72 2009; 64 2019; 74 2019; 35 2013; 84 2020; 81 2015; 10 2003; 35 2007; 92 1988; 95 1999; 6 2016; 11 2016; 4 2004; 11 2017; 109 1997; 32 2000; 78 2020; 70 2019; 48 2013; 139 2018 2014; 35 2018; 51 2008; 44 2014; 39 2018; 55 2018; 53 2017; 225 2018; 59 2017b; 40 2012b; 6 Abd-El-Fattah (S0272263120000480_r1) 2006 Ingebrigtsen (S0272263120000480_r38) 2018 S0272263120000480_r49 S0272263120000480_r48 S0272263120000480_r47 S0272263120000480_r46 S0272263120000480_r45 S0272263120000480_r11 S0272263120000480_r55 S0272263120000480_r10 S0272263120000480_r54 S0272263120000480_r53 S0272263120000480_r52 S0272263120000480_r51 S0272263120000480_r50 S0272263120000480_r3 S0272263120000480_r4 S0272263120000480_r5 S0272263120000480_r6 S0272263120000480_r2 S0272263120000480_r19 S0272263120000480_r18 S0272263120000480_r17 S0272263120000480_r16 S0272263120000480_r7 S0272263120000480_r8 S0272263120000480_r58 S0272263120000480_r14 S0272263120000480_r57 S0272263120000480_r9 S0272263120000480_r13 S0272263120000480_r12 S0272263120000480_r56 S0272263120000480_r66 S0272263120000480_r65 S0272263120000480_r21 S0272263120000480_r20 S0272263120000480_r64 S0272263120000480_r63 S0272263120000480_r62 S0272263120000480_r61 S0272263120000480_r60 Ryan (S0272263120000480_r59) 2012b; 6 S0272263120000480_r29 S0272263120000480_r28 S0272263120000480_r27 S0272263120000480_r25 S0272263120000480_r69 Dweck (S0272263120000480_r26) 1999 S0272263120000480_r68 S0272263120000480_r24 S0272263120000480_r67 S0272263120000480_r23 S0272263120000480_r33 S0272263120000480_r77 S0272263120000480_r76 S0272263120000480_r32 S0272263120000480_r75 S0272263120000480_r31 S0272263120000480_r74 S0272263120000480_r30 S0272263120000480_r73 S0272263120000480_r72 S0272263120000480_r71 S0272263120000480_r70 S0272263120000480_r39 S0272263120000480_r37 S0272263120000480_r36 S0272263120000480_r79 S0272263120000480_r35 S0272263120000480_r78 S0272263120000480_r34 S0272263120000480_r44 S0272263120000480_r43 S0272263120000480_r42 S0272263120000480_r41 S0272263120000480_r40 Christensen (S0272263120000480_r15) 2014; 8 |
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| SubjectTerms | 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 |
| Title | A CLOSER LOOK AT GRIT AND LANGUAGE MINDSET AS PREDICTORS OF FOREIGN LANGUAGE ACHIEVEMENT |
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