Examining the Domain-Specificity of Language Mindset: A Case of L2 Reading Comprehension

Autor/inn/en	Khajavy, Gholam Hassan; Pourtahmasb, Fereshteh; Li, Chengchen
Titel	Examining the Domain-Specificity of Language Mindset: A Case of L2 Reading Comprehension
Quelle	In: Innovation in Language Learning and Teaching, 16 (2022) 3, S.208-220 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Khajavy, Gholam Hassan) ORCID (Li, Chengchen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-1229
DOI	10.1080/17501229.2021.1956936
Schlagwörter	Second Language Learning; Second Language Instruction; Reading Achievement; Reading Attitudes; Undergraduate Students; Factor Analysis; Student Attitudes; Foreign Countries; Reading Comprehension; Reading Skills; Anxiety; Communication (Thought Transfer); Reading Tests; Language Tests; Factor Structure; English (Second Language); Iran; International English Language Testing System + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Leseleistung; Reading behavior; Rading behaviour; Leseverhalten; Faktorenanalyse; Schülerverhalten; Ausland; Leseverstehen; Reading skill; Lesefertigkeit; Angst; Communication; thought; Kommunikation; Gedanke; Lesetest; Language test; Sprachtest; Faktorenstruktur; English as second language; English; Second Language; Englisch als Zweitsprache; Language tests; Englisch
Abstract	Purpose: The present study investigated the domain-specificity of language mindset with a focus on foreign language (L2) reading mindset. We further examined whether L2 reading mindset could predict several L2 reading-specific outcomes, including L2 reading achievement and L2 reading emotions above and beyond general language mindset. Design/methodology/approach: We gathered data from 489 Iranian university students during regular classroom hours. Participants completed the questionnaire which included L2 reading mindset, general language mindset, L2 anxiety, and L2 enjoyment items. They further took an L2 reading comprehension test. Findings: Results of the confirmatory factor analysis supported a two-factor solution for both L2 reading mindset and general language mindset scales, corresponding to the fixed and growth categories. Furthermore, the findings of hierarchical multiple regressions indicated that adding L2 reading mindsets significantly added to the explained variance in L2 reading anxiety, L2 reading enjoyment, and L2 reading achievement. Originality/value: Findings of this study supported the incremental validity of L2 reading mindset as it could predict L2 reading outcomes above and beyond general language mindset. This finding empirically supports the domain-specificity of language mindset. Therefore, both L2 researchers and teachers should be aware of the unique role that L2 reading mindset plays in L2 reading skill. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01