Comparative Impacts of Mindsettings on EFL Learners' Grammar Achievement

Subject Areas : All areas of language and translation

Hojat Sarlak ¹ , Farid Ghaemi ² , Mohamad Hashamdar ³

1 - PhD Candidate, Department of ELT and Translation, Karaj Branch, Islamic Azad University,Karaj, Iran
2 - Assistant Professor, Department of ELT and Translation, Karaj Branch, Islamic Azad University, Karaj, Iran
3 - Assistant Professor, Department of ELT and Translation, Karaj Branch, Islamic Azad University, Karaj, Iran

Received: 2021-01-13 Accepted : 2021-01-13 Published : 2020-10-01

Keywords: Fixed mindset, Grammar achievement, Growth mindset, Mindsetting, Mixed mindset,

Abstract :

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.

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