Language Mindset and Discipline Mindset Both Matter
Exploring the Effect of Growth Mindset on Motivation and Willingness to Communicate in EMI Higher Education
Dados Bibliográficos
| ID | 16663456 |
|---|---|
| Autores | Pengzhan Yang (0009-0005-7882-6616, Sydney School of Education and Social Work The University of Sydney Sydney Australia), Yuqing Wang (0000-0002-1691-8161, Department of Applied Linguistics Xi’ an Jiaotong‐Liverpool University Suzhou China), Wenqian Huang (0009-0005-7631-8546, Sydney School of Education and Social Work The University of Sydney Sydney Australia, autor correspondente) |
| Ano | 2026 |
| Data de publicação | 2026-04-14 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | International Journal of Applied Linguistics (JOURNAL) |
| Identificadores do periódico | ISSN: 0802-6106 • E-ISSN: 1473-4192 |
| Editora | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/ijal.70185 |
| OpenAlex | W7154224100 |
| Idioma | EN |
| Referências citadas | 37 |
In English medium instruction (EMI), students face cognitive and emotional demands in second language (L2) communication, which may hamper their motivation and willingness to communicate (WTC). Adopting a mixed‐methods design, this study explores how growth mindsets affected student motivation (e.g., ideal L2 self and ideal disciplinary self) and WTC at a Chinese full EMI university. Growth mindset was conceptualized as language mindset and discipline mindset, which represent students’ malleability beliefs of language and discipline competence, respectively. The structural equation model (SEM) results of 648 students’ questionnaire data revealed that language mindset significantly predicted ideal L2 self and WTC, while discipline mindset predicted both ideal selves and WTC. Qualitative findings of 15 students’ interviews also demonstrated varying influential pathways of students’ growth mindset on motivation and WTC in the situated communicative opportunities. Curriculum and pedagogical implications are discussed to foster a growth mindset and motivation, supporting students to become more proactive communicators in EMI
Curriculum · Higher education · Ideal (ethics · Mindset · Structural equation modeling · Willingness to communicate · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Second Language Learning and Teaching
Qualitative Text Analysis
Measuring Language Mindsets and Modeling Their Relations With Goal Orientations and Emotional and Behavioral Responses in Failure Situations
The L2 Motivational Self System
Academic Self-Concept and Self-Efficacy
A narrative inquiry into the emotional effects of English medium instruction, language learning, and career opportunities
Emotion and imagination in English-medium instruction programs
Growth language mindset and willingness to communicate
Exploring the role of self-efficacy beliefs and learner success in English medium instruction
Exploring the interplay between enjoyment, anxiety, ideal self, and willingness to communicate in EMI higher education
Investigating situational willingness to communicate within second language classrooms from an ecological perspective
Mindset profiles and their relationship with self-regulated learning strategy use and English learning achievement
From growth mindset to positive outcomes in L2 learning
Towards an ecological understanding of willingness to communicate in EFL classrooms in China
The roles of class social climate, language mindset, and emotions in predicting willingness to communicate in a foreign language
Promoting growth in foreign and second language education
The strength of self and L2 willingness to communicate
Growth mindset, self-efficacy, and self-regulation
Testing a model of growth mindset, ideal L2 self, boredom, and WTC in an EFL context
Teachers’ and Students’ Second Language Motivational Self System in English‐Medium Instruction
What can be learned from growth mindset controversies
Chinese university students’ self-regulated strategic learning in English medium instruction from a sociocultural perspective
What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation
| Velocidade de citação | historical |
|---|---|
| Altamente citado | Não |