Literaturnachweis - Detailanzeige
| Autor/in | Ozdemir, Esra |
|---|---|
| Titel | Language Mindsets as Sources of Emotions: An Experimental Study of International Graduate Students in the U.S. |
| Quelle | (2022), (119 Seiten)
PDF als Volltext Ph.D. Dissertation, The Florida State University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3776-1940-6 |
| Schlagwörter | Hochschulschrift; Dissertation; Foreign Students; Graduate Students; Language Attitudes; World Views; Emotional Response; Psychological Patterns; Second Language Learning; Intervention; Individual Development; Student Attitudes |
| Abstract | 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. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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