Exploring Language Mindsets, Goal orientations, and Responses to Failure: Proficiency Level in Focus

Subject Areas : Research in English Language Pedagogy

Forough Sadeghi ¹ , Firooz Sadighi ² , Mohammadsadegh Bagheri ³

1 - Department of English Language, Shiraz Branch, Islamic Azad University, Shiraz, Iran
2 - Department of English Language, Shiraz Branch, Islamic Azad University, Shiraz, Iran|University of Shiraz
3 - Department of English Language, Shiraz Branch, Islamic Azad University, Shiraz, Iran

Received: 2021-02-22 Accepted : 2021-04-14 Published : 2021-11-01

Keywords: Proficiency, Language Mindsets, EFL Student, language learning, Responses to Failure, Goal Orientations,

Abstract :

The priming of different mindsets is expected to guide L2 students to pursue different achievement goals in language learning that direct them to respond differently in challenging situations.This study assessed a significant predictor variable(s) of goal orientation in mindset variables and a significant predictor variable(s) of responses to failure among mindsets and goal orientations.Thequestionnaires were distributed to 68 university students.Several semi-structured interviews with 10 university students were done.T-test, multiple hierarchical regression analyses,and thematic analysis was employed to analyze the data. The results showed a significant difference between high and low proficient students regarding mindset and goal orientation. It showed that their mindset positively predicted their goal orientation, furthermore, mindset and goal orientation positively predicted responses to failure. Results of interviews showed that language learning mindset could be improved by hardworking.It was concluded that L2 studnets who held a growth mindset became more proficient; they were inspired to learn more and held more learning goals. The study may have implications forsyllabus designers and material developers.

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