L2 Grit and Language Mindset as Predictors of L2 Proficiency
Journal: Journal of Higher Education Research DOI: 10.32629/jher.v4i2.1186
Abstract
This study aimed to broaden the understanding of the predictive roles of these two non-cognitive abilities (i.e., L2 grit and language mindset) in L2 proficiency. The participants of this study were 100 English major students in China who took the TEM4 in 2021. The author adopted the questionnaire survey method to collect the data on L2 grit, language mindset, and TEM4 grades. The result of multiple regression modeling showed that perseverance of effort was the only significant predictor of L2 proficiency. In the end, suggestions for future study and pedagogical implications regarding L2 teaching are presented.
Keywords
L2 grit, language mindset, L2 proficiency, multiple regression analysis
Full Text
PDF - Viewed/Downloaded: 6 TimesReferences
[1]Brown, A. V., Plonsky, L., &Teimouri, Y. (2018). The use of course grades as metrics in L2 research: A systematic review. Foreign Language Annals, 51, 763–778. https://doi.org/10.1111/flan.12370.
[2]Burnette, J. L., O’Boyle, E. H., VanEpps, E. M., Pollack, J. M., & Finkel, E. J. (2013). Mind-sets matter: A meta-analytic review of implicit theories and self-regulation. Psychological Bulletin, 139, 655–701. https://doi.org/10.1037/a0029531.
[3]Clark, K. N., & Malecki, C. K. (2019). Academic grit scale: Psychometric properties and associations with achievement and life satisfaction. Journal of School Psychology, 72, 49–66. https://doi.org/10.1016/j.jsp.2018.12.001
[4]Credé, M., Tynan, M. C., & Harms, P. D. (2017). Much ado about grit: A meta-analytic synthesis of the grit literature. Journal of Personality and Social Psychology, 113, 492–511. https://doi.org/10.1037/pspp0000102.
[5]Duckworth, A. L., & Quinn, P. D. (2009). Development and validation of the short grit scale (Grit-S). Journal of Personality Assessment, 91, 166–174. https://doi.org/10.1080/00223890802634290.
[6]Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92, 1087-1101. https://doi.org/10.1037/0022-3514.92.6.1087.
[7]Dweck, C.S. (2006). Mindset: The new psychology of success. New York: Random House.
[8]Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256–273. https://doi.org/10.1037/0033-295X.95.2.256.
[9]Geldhof, G. J., Preacher, K. J., & Zyphur, M. J. (2014). Reliability estimation in a multilevel confirmatory factor analysis framework. Psychological Methods, 19, 72–91. https://doi.org/10.1037/a0032138.
[10]Hair, J. F., Black W. B., Babin, B. J., & Anderson, R. E. (2009). Multivariate data analysis (7th Edition). Amazon, pp. 123
[11]Khajavy, G. H. & Aghaee, E. (2022). The contribution of grit, emotions and personal bests to foreign language learning. Journal of Multilingual and Multicultural Development. doi:10.1080/01434632.2022.2047192
[12]Khajavy, G. H., Macintyre, P., & Hariri, J. (2020). A closer look at grit and language mindset as predictors of foreign language achievement. Studies in Second Language Acquisition. 43(2), 379-402. doi:10.1017/S0272263120000480.
[13]Lou, N. M., & Noels, K. A. (2016). Changing language mindsets: Implications for goal orientations and responses to failure in and outside the second language classroom. Contemporary Educational Psychology,46, 22–33. https://doi.org/10.1016/j.cedpsych.2016.03.004.
[14]Lou, N. M., & Noels, K. A. (2017). Measuring language mindsets and modeling their relations with goal orientations and emotional and behavioral responses in failure situations. The Modern Language Journal, 101, 214–243. https://doi.org/10.1111/modl.12380.
[15]Lou, N. M., & Noels, K. A. (2019a). Promoting growth in foreign and second language education: A research agenda for mindsets in language learning and teaching. System, 86, 102126. https://doi.org/10.1016/j.system.2019.102126
[16]Lou N. M., & Noels K. A. (2019b). Language mindsets, meaning-making, and motivation. In: Lamb M., Csizér K., Henry A., Ryan S. (eds) The Palgrave Handbook of Motivation for Language Learning. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-28380-3_26
[17]Lou, N. M., & Noels, K. A. (2020). Mindsets matter for linguistic minority students: Growth mindsets foster greater perceived proficiency, especially for newcomers. Modern Language Journal, 104(4), 739-756.https://doi.org/10.1111/modl.12669
[18]Lou, N. M., Chaffee K. E., & Noels, K.A. (2021). Growth, fixed and mixed mindsets: mindset system profiles in foreign language learners and their role in engagement and achievement. Studies in Second Language Acquisition. doi:10.1017/S0272263121000401
[19]Mercer, S., & Ryan, S. (2010). A mindset for EFL: Learners’ beliefs about the role of natural talent. ELT Journal, 64, 436–444. https://doi.org/10.1093/elt/ccp083.
[20]Ryan, S., & Dörnyei, Z. (2013). “The long-term evolution of language motivationand the L2 self,” in Fremdsprachen in der Perspektive Lebenslangen Lernens, ed. A. Berndt (Frankfurt: Peter Lang), 89–100. https://www.researchgate.net/publication/359512707
[21]Ryan, S., & Mercer, S. (2012a). Implicit theories: Language learning mindsets. In S. Mercer, S. Ryan, & M. Williams (Eds.), Psychology for language learning: Insights from research, theory and practice (pp. 74–89). Palgrave Macmillan.
[22]Ryan, S., & Mercer, S. (2012b). Language learning mindsets across cultural settings: English learners in Austria and Japan. OnCUE Journal, 6, 6–22.
[23]Schmidt, F. T., Fleckenstein, J., Retelsdorf, J., Eskreis-Winkler, L., & Möller, J. (2017). Measuring grit: A German validation and a domain-specific approach to grit. European Journal of Psychological Assessment,35, 436–447. https://doi.org/10.1027/1015-5759/a000407
[24]Sudina, E., & Plonsky, L. (2021a). Language learning grit, achievement, and anxiety among L2 and L3 learners in Russia. ITL – International Journal of Applied Linguistics. Advance online publication. https://doi.org/10.1075/itl.20001.sud.
[25]Sudina, E., & Plonsky, L. (2021b). Academic perseverance in foreign language learning: An investigation of language-specific grit and its conceptual correlates. The Modern Language Journal. Advance online publication. https://doi.org/10.1111/modl.12738
[26]Sudina, E., Brown, J., Datzman, B., Oki, Y., Song, K., Cavanaugh, R., Thiruchelvam, B., & Plonsky, L. (2020). Language-specific grit: Exploring psychometric properties, predictive validity, and differences across contexts. Innovation in Language Learning and Teaching. Advance online publication. https://doi.org/10.1080/17501229.2020.1802468
[27]Teimouri, Y., Plonsky, L., & Tabandeh, F. (2020). L2 Grit: Passion and perseverance for second-language learning. Language Teaching Research. Advance online publication. https://doi.org/10.1177/1362168820921895.
[28]Teimouri, Y., Sudina, E., & Plonsky, L. (2021). On domain-specific conceptualization and measurement of grit in L2 learning. Journal for the Psychology of Language Learning, 3(2), 156-164. https://doi.org/10.52598/jpll/3/2/10
[29]Wei, R., Liu, H., & Wang, S. (2020). Exploring L2 grit in the Chinese EFL context. System, 93, 102295.https://doi.org/10.1016/j.system.2020.102295
[2]Burnette, J. L., O’Boyle, E. H., VanEpps, E. M., Pollack, J. M., & Finkel, E. J. (2013). Mind-sets matter: A meta-analytic review of implicit theories and self-regulation. Psychological Bulletin, 139, 655–701. https://doi.org/10.1037/a0029531.
[3]Clark, K. N., & Malecki, C. K. (2019). Academic grit scale: Psychometric properties and associations with achievement and life satisfaction. Journal of School Psychology, 72, 49–66. https://doi.org/10.1016/j.jsp.2018.12.001
[4]Credé, M., Tynan, M. C., & Harms, P. D. (2017). Much ado about grit: A meta-analytic synthesis of the grit literature. Journal of Personality and Social Psychology, 113, 492–511. https://doi.org/10.1037/pspp0000102.
[5]Duckworth, A. L., & Quinn, P. D. (2009). Development and validation of the short grit scale (Grit-S). Journal of Personality Assessment, 91, 166–174. https://doi.org/10.1080/00223890802634290.
[6]Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92, 1087-1101. https://doi.org/10.1037/0022-3514.92.6.1087.
[7]Dweck, C.S. (2006). Mindset: The new psychology of success. New York: Random House.
[8]Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256–273. https://doi.org/10.1037/0033-295X.95.2.256.
[9]Geldhof, G. J., Preacher, K. J., & Zyphur, M. J. (2014). Reliability estimation in a multilevel confirmatory factor analysis framework. Psychological Methods, 19, 72–91. https://doi.org/10.1037/a0032138.
[10]Hair, J. F., Black W. B., Babin, B. J., & Anderson, R. E. (2009). Multivariate data analysis (7th Edition). Amazon, pp. 123
[11]Khajavy, G. H. & Aghaee, E. (2022). The contribution of grit, emotions and personal bests to foreign language learning. Journal of Multilingual and Multicultural Development. doi:10.1080/01434632.2022.2047192
[12]Khajavy, G. H., Macintyre, P., & Hariri, J. (2020). A closer look at grit and language mindset as predictors of foreign language achievement. Studies in Second Language Acquisition. 43(2), 379-402. doi:10.1017/S0272263120000480.
[13]Lou, N. M., & Noels, K. A. (2016). Changing language mindsets: Implications for goal orientations and responses to failure in and outside the second language classroom. Contemporary Educational Psychology,46, 22–33. https://doi.org/10.1016/j.cedpsych.2016.03.004.
[14]Lou, N. M., & Noels, K. A. (2017). Measuring language mindsets and modeling their relations with goal orientations and emotional and behavioral responses in failure situations. The Modern Language Journal, 101, 214–243. https://doi.org/10.1111/modl.12380.
[15]Lou, N. M., & Noels, K. A. (2019a). Promoting growth in foreign and second language education: A research agenda for mindsets in language learning and teaching. System, 86, 102126. https://doi.org/10.1016/j.system.2019.102126
[16]Lou N. M., & Noels K. A. (2019b). Language mindsets, meaning-making, and motivation. In: Lamb M., Csizér K., Henry A., Ryan S. (eds) The Palgrave Handbook of Motivation for Language Learning. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-28380-3_26
[17]Lou, N. M., & Noels, K. A. (2020). Mindsets matter for linguistic minority students: Growth mindsets foster greater perceived proficiency, especially for newcomers. Modern Language Journal, 104(4), 739-756.https://doi.org/10.1111/modl.12669
[18]Lou, N. M., Chaffee K. E., & Noels, K.A. (2021). Growth, fixed and mixed mindsets: mindset system profiles in foreign language learners and their role in engagement and achievement. Studies in Second Language Acquisition. doi:10.1017/S0272263121000401
[19]Mercer, S., & Ryan, S. (2010). A mindset for EFL: Learners’ beliefs about the role of natural talent. ELT Journal, 64, 436–444. https://doi.org/10.1093/elt/ccp083.
[20]Ryan, S., & Dörnyei, Z. (2013). “The long-term evolution of language motivationand the L2 self,” in Fremdsprachen in der Perspektive Lebenslangen Lernens, ed. A. Berndt (Frankfurt: Peter Lang), 89–100. https://www.researchgate.net/publication/359512707
[21]Ryan, S., & Mercer, S. (2012a). Implicit theories: Language learning mindsets. In S. Mercer, S. Ryan, & M. Williams (Eds.), Psychology for language learning: Insights from research, theory and practice (pp. 74–89). Palgrave Macmillan.
[22]Ryan, S., & Mercer, S. (2012b). Language learning mindsets across cultural settings: English learners in Austria and Japan. OnCUE Journal, 6, 6–22.
[23]Schmidt, F. T., Fleckenstein, J., Retelsdorf, J., Eskreis-Winkler, L., & Möller, J. (2017). Measuring grit: A German validation and a domain-specific approach to grit. European Journal of Psychological Assessment,35, 436–447. https://doi.org/10.1027/1015-5759/a000407
[24]Sudina, E., & Plonsky, L. (2021a). Language learning grit, achievement, and anxiety among L2 and L3 learners in Russia. ITL – International Journal of Applied Linguistics. Advance online publication. https://doi.org/10.1075/itl.20001.sud.
[25]Sudina, E., & Plonsky, L. (2021b). Academic perseverance in foreign language learning: An investigation of language-specific grit and its conceptual correlates. The Modern Language Journal. Advance online publication. https://doi.org/10.1111/modl.12738
[26]Sudina, E., Brown, J., Datzman, B., Oki, Y., Song, K., Cavanaugh, R., Thiruchelvam, B., & Plonsky, L. (2020). Language-specific grit: Exploring psychometric properties, predictive validity, and differences across contexts. Innovation in Language Learning and Teaching. Advance online publication. https://doi.org/10.1080/17501229.2020.1802468
[27]Teimouri, Y., Plonsky, L., & Tabandeh, F. (2020). L2 Grit: Passion and perseverance for second-language learning. Language Teaching Research. Advance online publication. https://doi.org/10.1177/1362168820921895.
[28]Teimouri, Y., Sudina, E., & Plonsky, L. (2021). On domain-specific conceptualization and measurement of grit in L2 learning. Journal for the Psychology of Language Learning, 3(2), 156-164. https://doi.org/10.52598/jpll/3/2/10
[29]Wei, R., Liu, H., & Wang, S. (2020). Exploring L2 grit in the Chinese EFL context. System, 93, 102295.https://doi.org/10.1016/j.system.2020.102295
Copyright © 2023 Yang Hao
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License