Comparative Impacts of Mindsettings on EFL Learners' Grammar Achievement

Journal of Language and Translation

دوره 10، شماره 4، دی 2020، صفحه 59-74   

نوع مقاله: Research Articles

شناسه دیجیتال (DOI): 10.30495/ttlt.2020.679023

نویسندگان

Hojat Sarlak¹؛ Farid Ghaemi^{* 2}؛ Mohamad Hashamdar²

¹PhD Candidate, Department of ELT and Translation, Karaj Branch, Islamic Azad University,Karaj, Iran

²Assistant Professor, Department of ELT and Translation, Karaj Branch, Islamic Azad University, Karaj, Iran

چکیده

The present study was conducted to investigate the comparative impacts of three types of EFL teach- ers' mindsettings on EFL learners' grammar achievement. The participants of the study were English Translation undergraduate students (both female and male with the age ranging of 18-35) who were selected according to convenience non-random sampling from three classes of English Grammar 1 at both Islamic Azad Universities of Karaj and Shahriyar. The total number of students in each class was 30. The course lasted 16 successive sessions. Participants were assigned into three experimental groups. The researchers provided interventions in terms of Fixed-mindsetting (Experimental group 1), growth-mindsetting (Experimental group 2), and mixed-mindsetting (Experimental group 3) to teach English grammar to them. The independent variables in this study were human mindsets which were grouping variables to three levels of mixed-mindset, growth-mindset, and fixed-mindset. The depen- dent variable was EFL learners' grammar achievement. At the end, a same grammar test was adminis- tered among participants in all three groups and it was demonstrated that the students in growth- mindsetting group outperformed significantly higher than those of the other two groups. This study includes a variety of instructional implications for both EFL teachers and EFL learners.

کلیدواژه‌ها

Fixed mindset؛ Grammar achievement؛ Growth mindset؛ Mindsetting؛ Mixed mindset

مراجع

Azar, B. S., & Hagen, S. (2009). Understanding and Using English Grammar, White Plains. NY: Pearson Longman .

Bourke, J. M. (2008). A Rough Guide to Language Awareness. Paper presented at the English teaching forum.

Burnette, J. L., O'boyle, E. H., VanEpps, E. M., Pollack, J. M., & Finkel, E. J. (2013). Mind-sets matter: A meta-analytic review of implicit theories and self- regulation. Psychological bulletin, 139(3), 655 .

Celce‐Murcia, M. (1991). Grammar pedagogy in second and foreign language teaching. TESOL quarterly, 25(3), 459-480 .

Claro, S., Paunesku, D., & Dweck, C. S. (2016). Growth mindset tempers the effects of poverty on academic achievement. Proceedings of the National Academy of Sciences, 113(31), 8664-8668 .

Dweck, C. S. (2008). Mindset: The new psychology of success: Random House Digital, Inc.

Dweck, C. S. (2013). Self-theories: Their role in motivation, personality, and development: Psychology press.

Dweck, C. S., Chiu, C.-y., & Hong, Y.-y. (1995). Implicit theories and their role in judgments and reactions: A word from two perspectives. Psychological inquiry, 6(4), 267-285 .

Ellis, R. (2006). Current issues in the teaching of grammar: An SLA perspective. TESOL quarterly, 40(1), 83-107 .

Gardner, R. C. (2010). Motivation and second language acquisition: The socio- educational model (Vol. 10): Peter Lang.

Henry, A. (2014). Swedish students’ beliefs about learning English in and outside of school. Motivation and foreign language learning: From theory to practice, 93- 116 .

Kammrath, L. K., & Dweck, C. (2006). Voicing

conflict: Preferred conflict strategies among incremental and entity theorists. Personality and Social Psychology Bulletin, 32(11), 1497-1508 .

Krashen, S. (1981). Second language acquisition. Second Language Learning, 3(7), 19-39 . Kumaravadivelu, B. (2006). Understanding

language teaching: From method to

postmethod: Routledge.
Leslie, S.-J., Cimpian, A., Meyer, M., &

Freeland, E. (2015). Expectations of brilliance underlie gender distributions across academic disciplines. Science, 347(6219), 262-265 .

Leung, R. C. Y. (2018). Psychological Interventions to Foster Growth Mindsets among Japanese University EFL Learners. 実践女子大学文学部紀要= The Faculty of Letters of Jissen Women's University annual reports of studies, 60, 10-18 .

Lou, N. M., & Noels, K. A. (2016). Changing language mindsets: Implications for goal orientations and responses to failure in and outside the second language classroom. Contemporary Educational Psychology, 46, 22-33 .

Mori, Y. (1999). Beliefs about language learning and their relationship to the ability to integrate information from word parts and context in interpreting novel kanji words. The Modern Language Journal, 83(4), 534-547 .

Ocampo, M. B. (2016). Brainwaves of Emotion among Japanese EFL Learners as Proof of the Effectiveness of Family Environment Mode Approach (FEMA). PEOPLE: International Journal of Social Sciences, 2 .)1(

Rutherford, W. E. (1987). The meaning of grammatical consciousness‐raising. World Englishes, 6(3), 209-216 .