An investigation into English as a foreign language (EFL) learners’ language mindset: The case of Chinese junior high school students

Thesis

This dissertation investiates the language mindset of English as a Foreign Language (EFL) learners, with a specific focus on Chinese junior high school students. It explores the origins and development of these learners’ growth language mindsets and the consequent impact on their English language academic achievement. The study employs a mixed-method approach, incorporating quantitative surveys and qualitative interviews to analyze the influence of classroom social climate, classroom goal structure, parents' language mindsets, and parents' failure mindsets on students' language mindsets and L2 academic performance.

The findings reveal that a positive learning environment in language classrooms, especially those prioritising mastery goals, substantially fosters the cultivation of growth language mindsets among Chinese junior high school EFL students. Additionally, parents' growth language mindsets and their attitudes towards failure have a notable impact on their children's language mindsets. The research demonstrates a strong positive relationship between students' growth language mindsets and their L2 academic performance, underscoring the importance of embracing a growth mindset to enhance language learning outcomes.

This dissertation concludes with implications for teaching practices, suggesting that language teachers should create a supportive language learning environment that emphasizes effort and progress. It also highlights the role of parents in nurturing their children's growth language mindsets by modeling a growth mindset and providing emotional support. This dissertation also calls for further research to explore the complex interplay between language mindsets and other factors such as language aptitude, sociocultural systems, and individual motivations in the context of language learning.

Authors: Peng, L

• DOI: 10.5287/ora-9epbkyg59
• Type of award: MSc taught course
• Level of award: Masters
• Awarding institution: University of Oxford
• Language: English
• Keywords: classroom social climate; language mindset; classroom goal structure; ALSLA; ALSLA2024; EFL; parents' language and failure mindset
• Subjects: Classroom management; Language acquisition--Parent participation; English language--Study and teaching--Foreign speakers; Applied linguistics