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Mindsets as Sources of L2 Speaking Anxiety and Self-Confidence: The Case of International Teaching Assistants in the U.S.

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Title: Mindsets as Sources of L2 Speaking Anxiety and Self-Confidence: The Case of International Teaching Assistants in the U.S.
Language: English
Authors: Ozdemir, Esra, Papi, Mostafa (ORCID 0000-0003-4309-0483)
Source: Innovation in Language Learning and Teaching. 2022 16(3):234-248.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 15
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Teaching Assistants, Foreign Students, Second Language Learning, English (Second Language), Anxiety, Self Esteem, World Views, Student Attitudes
DOI: 10.1080/17501229.2021.1907750
ISSN: 1750-1229
1750-1237
Abstract: Second language (L2) researchers have often studied how L2 speaking anxiety and self-confidence influence various aspects of the language learning process whereas the sources of these emotions have remained under-explored. Drawing on Dweck's (1999) theory of motivation, the present study examined L2 learners' mindsets (beliefs about the malleability of their language learning intelligence) as potential sources of L2 speaking anxiety and L2 self-confidence. Questionnaire data was collected from 92 international teaching assistants who use English as a second language in their teaching practice at a U.S. university. Multiple regression results showed that whereas the Fixed L2 Mindset (the belief that language learning ability cannot change) positively predicted L2 Speaking Anxiety, the Growth L2 Mindset (the belief that language learning ability can grow) positively predicted L2 Speaking Self-Confidence, confirming the hypothesized relationships between the conceptual principles of the mindsets theory and the nature of L2 anxiety and self-confidence. Theoretical and educational implications and future research directions are discussed.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1354178
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Ozdemir%2C+Esra%22">Ozdemir, Esra</searchLink><br /><searchLink fieldCode="AR" term="%22Papi%2C+Mostafa%22">Papi, Mostafa</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-4309-0483">0000-0003-4309-0483</externalLink>)
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: <searchLink fieldCode="DE" term="%22Teaching+Assistants%22">Teaching Assistants</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Students%22">Foreign Students</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Anxiety%22">Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Esteem%22">Self Esteem</searchLink><br /><searchLink fieldCode="DE" term="%22World+Views%22">World Views</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink>
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  Data: Second language (L2) researchers have often studied how L2 speaking anxiety and self-confidence influence various aspects of the language learning process whereas the sources of these emotions have remained under-explored. Drawing on Dweck's (1999) theory of motivation, the present study examined L2 learners' mindsets (beliefs about the malleability of their language learning intelligence) as potential sources of L2 speaking anxiety and L2 self-confidence. Questionnaire data was collected from 92 international teaching assistants who use English as a second language in their teaching practice at a U.S. university. Multiple regression results showed that whereas the Fixed L2 Mindset (the belief that language learning ability cannot change) positively predicted L2 Speaking Anxiety, the Growth L2 Mindset (the belief that language learning ability can grow) positively predicted L2 Speaking Self-Confidence, confirming the hypothesized relationships between the conceptual principles of the mindsets theory and the nature of L2 anxiety and self-confidence. Theoretical and educational implications and future research directions are discussed.
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