PROMOTING GROWTH MINDSET IN LANGUAGE LEARNING
Abstract
This article reports on a classroom-based study aimed at promoting growth mindset principles among secondary school students learning English at a Presidential School. Drawing on Carol Dweck’s theory of growth mindset, the study integrated reflective questionnaires, goal-setting tasks, and personalized language activities into regular lessons for students in grades 5, 7, and 8. Data collected through surveys, written reflections, and classroom tasks indicated that students became more engaged, self-aware, and motivated to improve their language skills. Notable outcomes included increased use of reading strategies, clearer goal-setting, and greater confidence in applying grammar and vocabulary in meaningful contexts. The findings suggest that weaving growth mindset practices into language instruction not only enhances linguistic competence but also builds resilience and a positive self-concept among learners. The article concludes by highlighting practical implications for teachers and suggesting areas for further exploration in applying growth mindset in language education.
Keywords
Growth mindset, language learning, English as a Second Language (ESL), student motivation, self-reflection, goal-setting, metacognition, resilience, reading strategies, grammar instruction, learner autonomy, secondary education, classroom practice, mindset intervention, student engagement.How to Cite
References
Cambridge University Press. (2015). THINK Student's Book 3. Cambridge University Press.
Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
Mercer, S., & Ryan, S. (2010). A mindset for EFL: Learners’ beliefs about the role of natural talent. ELT Journal, 64(4), 436-444.
Boekaerts, M., & Corno, L. (2005). Self‐regulation in the classroom: A perspective on assessment and intervention. Applied Psychology, 54(2), 199-231.
Oxford, R. L. (2017). Teaching and researching language learning strategies: Self-regulation in context (2nd ed.). Routledge.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, 34(10), 906-911. https://doi.org/10.1037/0003-066X.34.10.906
Dornyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum Associates.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
MacIntyre, P. D., & Mercer, S. (2014). Introducing positive psychology to SLA. Studies in Second Language Learning and Teaching, 4(2), 153-172.
Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 47(4), 302-314.
License
Copyright (c) 2025 Nargiza Yaxshibayeva, Dilorom Akramovna Xaydarova
This work is licensed under a Creative Commons Attribution 4.0 International License.
