The effects of language mindset interventions on L2 motivation, actual learning behavior, and academic achievement
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Previous research has highlighted the influence of language mindsets on L2 learning outcomes, yet there remains a scarcity of empirical studies validating the effectiveness of educational interventions utilizing their variability (Lou & Noels, 2019a). This research aims to fill this gap by examining the effects of mindset interventions on learners’ perceptions of language ability and their subsequent impacts on L2 motivation, learning behavior, and academic achievement. Eighty-two Korean undergraduates underwent four weeks of language mindset interventions intended to shift their entity mindset to an incremental one. They were assessed on three key dimensions: motivational (language mindsets and L2 self-guides), behavioral (attention and participation), and linguistic (academic achievement). Paired sample t-tests and multiple regression analyses revealed significant shifts towards an incremental mindset after the interventions, significantly enhancing motivation, particularly regarding the ideal L2 self/own. However, such shifts did not significantly impact learning behavior or academic performance. Conversely, reductions in an entity mindset led to significant declines in the ought L2 self/own and increases in attention levels, without influencing academic achievement. This study highlights the effectiveness of short-term language mindset interventions in boosting L2 motivation and discusses the nuanced roles of incremental and entity mindsets in learning outcomes.
Abstract
Previous research has highlighted the influence of language mindsets on L2 learning outcomes, yet there remains a scarcity of empirical studies validating the effectiveness of educational interventions utilizing their variability (Lou & Noels, 2019a). This research aims to fill this gap by examining the effects of mindset interventions on learners’ perceptions of language ability and their subsequent impacts on L2 motivation, learning behavior, and academic achievement. Eighty-two Korean undergraduates underwent four weeks of language mindset interventions intended to shift their entity mindset to an incremental one. They were assessed on three key dimensions: motivational (language mindsets and L2 self-guides), behavioral (attention and participation), and linguistic (academic achievement). Paired sample t-tests and multiple regression analyses revealed significant shifts towards an incremental mindset after the interventions, significantly enhancing motivation, particularly regarding the ideal L2 self/own. However, such shifts did not significantly impact learning behavior or academic performance. Conversely, reductions in an entity mindset led to significant declines in the ought L2 self/own and increases in attention levels, without influencing academic achievement. This study highlights the effectiveness of short-term language mindset interventions in boosting L2 motivation and discusses the nuanced roles of incremental and entity mindsets in learning outcomes.
참고문헌 (33)
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