Promoting Growth Mindset in Learning English for Undergraduate Students Through the English Language Growth Instructional Model (76031)

Session Information: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
Session Chair: Anne Ihata

Thursday, 23 November 2023 16:40
Session: Session 5
Room: Room 707
Presentation Type: Oral Presentation

All presentation times are UTC + 9 (Asia/Tokyo)

This research aims to develop an instructional model to promote growth mindset in learning English for undergraduate students using research and development process. To examine the context, a literature review and a survey of growth mindset in English language learning from a sample of 392 undergraduate students who studied general English courses through cluster sampling and quota sampling were conducted. These were followed by the interview of ten university lecturers of general English courses selected by purposive sampling. Both the survey and interview were from eight universities from four regions in Thailand. The findings show that participants had mixed language mindset and that the excessive emphasis on testing may result in learners’ fixed mindset. Besides, it was suggested that assessment, teachers’ roles and communication styles should be changed with the enhancement of learner autonomy. The instructional model was then developed and validated by nine experts which contained seven teaching steps i.e., mindset check, activating growth mindset, goal setting, language practice, feed-forward, challenge, and reflection. It was implemented with 25 undergraduate student volunteers from Khon Kaen University for six weeks using action research model. The results from pre- and post- self-assessment, behavioral assessment, and reflective journals show that the participants have higher level of growth mindset, and the model was effective in promoting growth mindset. Nevertheless, challenges remain in integrating the model with a particular subject, as well as in teacher preparation. Therefore, it is important to evaluate teachers’ readiness and analyze the context before implementing the instructional model.

Authors:
Chayachon Chuanon, Khon Kaen University, Thailand


About the Presenter(s)
Chayachon Chuanon is currently a university lecturer at the Faculty of Education, Khon Kaen University, Thailand. Her research interests are in English language teaching, instructional design, and curriculum development.

Connect on Linkedin
https://www.linkedin.com/in/chayach/

Connect on ResearchGate
https://www.researchgate.net/profile/Chayachon-Chuanon

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Posted by Clive Staples Lewis

Last updated: 2023-02-23 23:45:00