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Language Mindsets as Sources of Emotions: An Experimental Study of International Graduate Students in the U.S.

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Title: Language Mindsets as Sources of Emotions: An Experimental Study of International Graduate Students in the U.S.
Authors: N/A
Committee Members: Ozdemir, Esra (author); Papi, Mostafa (professor directing dissertation); Roehrig, Alysia D., 1975- (university representative); Hiver, Philip V. (committee member); Myers, John P. (John Patrick) (committee member); Florida State University (degree granting institution); College of Education (degree granting college); School of Teacher Education (degree granting department)
Summary: Mindsets have been gaining popularity recently in the field of second language acquisition (SLA). There have been studies exploring language mindsets in relation to emotions such as anxiety and fear of failure (e.g., Lou & Noels, 2017), anxiety, rejection sensitivity, contact avoidance, and willingness to interact (e.g., Lou & Noels, 2020a), language anxiety, use of language, and reported language proficiency (e.g., Lou & Noels, 2020b), anxiety and confidence (e.g., Ozdemir & Papi, 2021), and L2 grit (e.g., Khajavy, et al., 2020; Teimouri, et al., 2022). Although these studies help scholars to understand the relationship between mindsets and emotions, there is a gap in the literature of SLA in terms of language mindsets intervention. There are only a few studies implementing an intervention to change students' language mindsets in the field of psychology (e.g., Lou & Noels, 2016, 2020a). In order to fill in the gap of the lack of intervention studies in the field of SLA, the current study implemented a language mindset intervention with international graduate students to change their fixed language mindsets to growth language mindsets. For this purpose, 108 participants were recruited for Phase 1 of the study. Out of 108 participants, 61 of them were eligible to take part in Phase 2. However, 60 participants' data were analyzed because 1 participant wanted to skip the writing part, which was part of the intervention and the manipulation check. Out of 60 participants, 57 of them were willing to participate in Phase 3. The results revealed that fixed language mindset predicted L2 speaking anxiety, whereas growth language mindset was a predictor of L2 enjoyment. There was a significant change in language speaking performance for the growth language mindset condition in terms of lexical and syntactic errors and fillers. The use of errors and fillers decreased in the growth language mindset condition. On the other hand, there was an increase in lexical diversity in the fixed language mindset condition. Theoretical and educational implications will be discussed.
Database: OpenDissertations
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Header DbId: ddu
DbLabel: OpenDissertations
An: ddu.oai.diginole.lib.fsu.edu.fsu_887485
AccessLevel: 6
PubType: Dissertation/ Thesis
PubTypeId: dissertation
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  Data: <searchLink fieldCode="CO" term="%22Ozdemir%2C+Esra+%28author%29%22">Ozdemir, Esra (author)</searchLink>; <searchLink fieldCode="CO" term="%22Papi%2C+Mostafa+%28professor+directing+dissertation%29%22">Papi, Mostafa (professor directing dissertation)</searchLink>; <searchLink fieldCode="CO" term="%22Roehrig%2C+Alysia+D%2E%2C+1975-+%28university+representative%29%22">Roehrig, Alysia D., 1975- (university representative)</searchLink>; <searchLink fieldCode="CO" term="%22Hiver%2C+Philip+V%2E+%28committee+member%29%22">Hiver, Philip V. (committee member)</searchLink>; <searchLink fieldCode="CO" term="%22Myers%2C+John+P%2E+%28John+Patrick%29+%28committee+member%29%22">Myers, John P. (John Patrick) (committee member)</searchLink>; <searchLink fieldCode="CO" term="%22Florida+State+University+%28degree+granting+institution%29%22">Florida State University (degree granting institution)</searchLink>; <searchLink fieldCode="CO" term="%22College+of+Education+%28degree+granting+college%29%22">College of Education (degree granting college)</searchLink>; <searchLink fieldCode="CO" term="%22School+of+Teacher+Education+%28degree+granting+department%29%22">School of Teacher Education (degree granting department)</searchLink>
– Name: Abstract
  Label: Summary
  Group: Ab
  Data: Mindsets have been gaining popularity recently in the field of second language acquisition (SLA). There have been studies exploring language mindsets in relation to emotions such as anxiety and fear of failure (e.g., Lou & Noels, 2017), anxiety, rejection sensitivity, contact avoidance, and willingness to interact (e.g., Lou & Noels, 2020a), language anxiety, use of language, and reported language proficiency (e.g., Lou & Noels, 2020b), anxiety and confidence (e.g., Ozdemir & Papi, 2021), and L2 grit (e.g., Khajavy, et al., 2020; Teimouri, et al., 2022). Although these studies help scholars to understand the relationship between mindsets and emotions, there is a gap in the literature of SLA in terms of language mindsets intervention. There are only a few studies implementing an intervention to change students' language mindsets in the field of psychology (e.g., Lou & Noels, 2016, 2020a). In order to fill in the gap of the lack of intervention studies in the field of SLA, the current study implemented a language mindset intervention with international graduate students to change their fixed language mindsets to growth language mindsets. For this purpose, 108 participants were recruited for Phase 1 of the study. Out of 108 participants, 61 of them were eligible to take part in Phase 2. However, 60 participants' data were analyzed because 1 participant wanted to skip the writing part, which was part of the intervention and the manipulation check. Out of 60 participants, 57 of them were willing to participate in Phase 3. The results revealed that fixed language mindset predicted L2 speaking anxiety, whereas growth language mindset was a predictor of L2 enjoyment. There was a significant change in language speaking performance for the growth language mindset condition in terms of lexical and syntactic errors and fillers. The use of errors and fillers decreased in the growth language mindset condition. On the other hand, there was an increase in lexical diversity in the fixed language mindset condition. Theoretical and educational implications will be discussed.
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RecordInfo BibRecord:
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    Languages:
      – Code: eng
        Text: English
    Subjects:
      – SubjectFull: Education
        Type: general
      – SubjectFull: Language and languages
        Type: general
    Titles:
      – TitleFull: Language Mindsets as Sources of Emotions: An Experimental Study of International Graduate Students in the U.S.
        Type: main
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          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2022
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