Relationship Between Growth Mindset and English Language Performance Among Chinese EFL University Students: The Mediating Roles of Grit and Foreign Language Enjoyment

Investigating the Association of Chinese EFL Students' Growth Mindset, Grit, and Foreign Language Enjoyment: A Structural Equation Modelling Study

The importance of individual differences, personality traits, and psycho-affective factors in second language (L2) learning has been increasingly substantiated by recent research. However, the relationship between students' mindsets and positive emotions has received insufficient attention in the English as a foreign language (EFL) context. To fill this research gap, we drew on "broaden-and-build" and "control value" (CVT) theories to examine associations among L2 students' growth mindset, grit, and foreign language enjoyment (FLE). A sample of 750 Chinese students completed three formerly validated scales on each of these constructs. Structural equation modeling (SEM) and correlation analysis illustrated significant, strong, positive correlations among English as a foreign language (EFL) students' growth mindset, L2 grit, and FLE. We found that 56% of changes in Chinese students' FLE could be predicted by changes in their growth mindset and grit. We discuss the obtained results, their implications, and future research directions to highlight the contagious nature of positive emotions in L2 education.

Examination of the validity of the Chinese version of the Language Mindsets Inventory among Chinese university students

Introduction

With the growing interest in the psychological basis of language learning, this study aims to validate the Chinese version of the Language Mindset Inventory (LMI) among Chinese university students.

Methods

A sample of 476 students from various universities in mainland China was used. The translation process followed the forward-backward method. Confirmatory factor analyses (CFAs) were conducted to evaluate the factor structure. The internal consistency of the LMI was assessed using Cronbach's alpha, and convergent validity was examined through correlations with established mindset measures.

Results

Compared with the one-factor model, the two-factor model which distinguishes between fixed and growth mindsets, showed an acceptable and better fit index. The overall Cronbach's alpha for the full scale was 0.954, with 0.929 for the fixed mindset dimension and 0.903 for the growth mindset dimension. AVE values for the fixed and growth dimensions were 0.597 and 0.510, respectively. Correlations showed that the growth mindset dimension was significantly positively associated with the 8-Item Growth Mindset Scale (r = 0.186, p < 0.01) and the Mindset Scale for Learning English (r = 0.149, p < 0.01), while the fixed mindset dimension was negatively associated with both scales (r = -0.228 and r = -0.169, p < 0.01).

Discussion

This study confirms the reliability and validity of the Chinese version of the LMI, making it a relevant tool for assessing language learning mindsets among Chinese university students. The findings support the integration of LMI into educational strategies to promote resilience and adaptability, enhancing language education outcomes.

Enjoyment in foreign language learning: A systematic review

In recent years, research on enjoyment in foreign language (FL) learning has flourished. To help illuminate the existing scope of inquiry and guide future research, this paper presents a systematic review of 118 empirical studies on FL learning enjoyment published between 2014 and 2023. Each study was coded according to its research context, methodological features, and research focus. The results indicate (1) a heavy focus on adult English as a foreign language (EFL) learners whose first languages are Chinese or Persian within traditional classroom learning settings; (2) a strong preference for quantitative methods; and (3) a prominent focus on enjoyment's antecedents and effects. Drawing upon these findings, we recommend that future research (1) addresses the experiences of language learners from diverse demographic backgrounds in a wider variety of learning settings; (2) applies multimodal methods to thoroughly assess the experience of enjoyment from both objective and subjective perspectives; and (3) explores the nature of enjoyable teacher-student or student-student socio-emotional interaction in greater depth.

An investigation into academic burnout, enjoyment and engagement in EFL learning among Chinese junior high school students

With the booming of Positive Psychology, a growing scholarly interest has emerged in language learners' psychological well-being. However, limited research has been conducted on the emotions of Chinese EFL learners. Therefore, this study aimed to quantitatively examine the burnout, enjoyment, and engagement levels among 387 junior high school EFL learners. The findings revealed that the students experienced low levels of burnout but high levels of enjoyment and engagement in learning. Furthermore, significant gender and grade differences were observed in these variables. The study also found strong negative associations between burnout and both enjoyment and engagement, along with significant positive correlations between enjoyment and engagement. Additionally, it was discovered that enjoyment, rather than burnout, significantly predicted English learning engagement. Interestingly, the study also revealed that enjoyment fully mediated the relationship between engagement and burnout. These findings highlight the importance of promoting enjoyment in order to reduce burnout and foster increased engagement among language learners. This article concludes with the theoretical and pedagogical implications for EFL instruction.

Cultural threads in writing mastery: a structural analysis of perfectionism, learning self-efficacy, and motivation as mediated by self-reflection in Chinese EFL learners

BACKGROUND

The study explores language acquisition in Chinese English as a Foreign Language (EFL) education, where English proficiency is crucial for global opportunities. As China gains prominence, the demand for English skills rises beyond communication to include academic and business success. The Chinese education system emphasizes proficient English writing for further education and professional achievement. This research investigates the complex linguistic context for EFL learners in China, analyzing the intersection of psychological factors, cultural nuances, varied pedagogy, and individual experiences.

METHODS

Structural Equation Modeling (SEM) is utilized for analysis, enabling the creation of a metric set to explore intangibles such as perfectionism, learning self-efficacy, motivation, study habits, cultural influences, and introspection. The research utilizes a diverse sample from multiple universities across different regions of China, incorporating demographic factors to encompass the varied characteristics within the EFL learner community.

RESULTS

Results reveal that perfectionism (β = 0.30, p < 0.001), learning self-efficacy (β = 0.25, p = 0.005), motivation (β = 0.35, p < 0.001), study habits (β = 0.20, p = 0.01), and self-reflection (β = 0.28, p < 0.001) significantly predict writing proficiency. Cultural effects (Beta = 0.15, p = 0.05) show a statistically significant, albeit minimal, impact. Mediation-moderation analysis underscores perfectionism as a mediator (Beta = 0.25, p = 0.005), emphasizing its influence on other predictors. Cultural factors act as moderators (Beta = 0.15, p = 0.01), shaping the link between predictors and writing skills. The combined mediation and moderation effects on writing proficiency are positively significant (Beta = 0.20, p = 0.02).

CONCLUSIONS

This study makes a significant theoretical contribution, enhancing existing models and providing practical insights for EFL educators and policymakers. Emphasizing the intricate relationship between psychological factors and cultural dynamics underscores the necessity for a sophisticated, culturally sensitive approach to language acquisition in Chinese EFL instruction. Beyond language skills, the research recognizes the importance of fostering a conducive environment that encourages personal development, socio-cultural awareness, and a holistic learning approach.

Academic self-efficacy, grit, and teacher support as predictors of psychological well-being of Chinese EFL students

Introduction

This study explores the determinants of psychological well-being among 968 Chinese English as a Foreign Language (EFL) students by employing structural equation modeling (SEM). Focusing on academic self-efficacy, grit, and teacher support, this research aims to illuminate their roles in shaping the psychological well-being of EFL students within the Chinese educational context.

Methods

Data from a robust sample of Chinese EFL students were analyzed using SEM techniques to investigate the relationships between academic self-efficacy, grit, teacher support, and psychological well-being. Validated instruments were utilized to measure these constructs, ensuring accuracy and reliability. The study employed meticulous data collection procedures over a three-month period, maintaining strict ethical standards and anonymity for participants.

Results

The SEM analysis revealed intricate connections among academic self-efficacy, grit, teacher support, and the psychological well-being of Chinese EFL students. Academic self-efficacy and grit emerged as direct predictors of psychological well-being, highlighting their significance in fostering students' overall well-being. Additionally, teacher support was identified to play a mediating role in this relationship, emphasizing its critical influence on enhancing academic self-efficacy and grit, thereby contributing to students' psychological well-being.

Discussion

These findings underscore the crucial importance of nurturing academic self-efficacy and grit to enhance the psychological well-being of Chinese EFL students. Furthermore, teacher support stands out as a pivotal factor in elevating students' academic self-efficacy and grit, emphasizing the need for educational interventions centered on fostering these attributes among Chinese EFL learners. The implications of these results extend to educational practices, emphasizing the indispensable role of teacher support and interventions aimed at cultivating academic self-efficacy and grit to promote the psychological well-being of EFL students within the learning environment.

Enjoyment, boredom, and perceived effectiveness of learners in language MOOCs: the mediating effect of self-regulated learning

Self-regulated learning in technology-supported environments has attracted much scholarly attention in recent years. With the rapid expansion of online education, students' emotions have also been studied extensively in second language acquisition. However, few empirical studies have examined the interrelationship between students' self-regulated learning and emotions in the emerging field of language MOOCs (LMOOCs). This study bridged this gap by exploring the relationship between foreign language enjoyment (FLE), boredom (FLB), self-regulated learning (SRL), and perceived effectiveness in LMOOC learning. Data were collected among 356 successful learners of a language MOOC in mainland China through a cross-sectional study. The results showed that LMOOC learners had a high level of enjoyment and a moderate level of boredom. A significantly positive relationship was noted between FLE and SRL while a negative relationship was found between FLB and SRL. SRL was confirmed to be the mediator between FLE, FLB, and PE, which partially mediated the effects of FLE on PE and fully mediated the effects of FLB on PE. Perceived effectiveness was predicted by all SRL strategies and time management significantly predicted perceived effectiveness. The results provided pedagogical implications for students to develop positive emotions and effective SRL strategies to achieve better learning outcomes in LMOOC learning.

Perceived teacher-student relationship and growth mindset as predictors of student engagement in foreign student engagement in foreign language learning: the mediating role of foreign language enjoyment

Introduction

This study aimed to investigate the relationships between perceived teacher-student relationship, growth mindset, student engagement, and foreign language enjoyment (FLE) among Chinese English learners.

Methods

A total of 413 Chinese EFL learners participated in the study and completed self-report measures for perceived teacher-student relationship, growth mindset, student engagement in foreign language learning, and FLE. Confirmatory factor analysis was employed to assess the validity of the scales. Structural equation modeling was used to test the hypothesized model.

Results

The partial mediation model demonstrated the best fit to the data. The results indicated that perceived teacher-student relationship had a direct impact on student engagement. FLE directly influenced student engagement, while growth mindset indirectly affected student engagement through the mediation of FLE.

Discussion

The findings suggest that fostering positive teacher-student relationships and promoting a growth mindset can enhance FLE, leading to increased levels of student engagement. These results emphasize the importance of considering both the interpersonal dynamics between teachers and students and the role of mindset in foreign language learning.