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Change over Time in Learners’ Mindsets about Learning a Foreign Language

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Shirvan M. E., Taherian T., Yazdanmehr E., Robat E. S.

Polish Psychological Bulletin

2022

vol. 53

issue 2

94-103

Inspired by the recent avenues for longitudinal research in second language acquisition (SLA), in this study we aimed to trace changes in language mindsets over time via a curve of factors model. The data were collected from 437 adult English as a foreign language learners’ response to the Language Mindsets Index in four time points. The model fit was accepted and the invariance of the latent factor was attested over time. The findings indicated a negative covariance between the initial level language mindsets and the growth level of the construct. This finding implies that learners with a highly initial level of language mindsets experienced less change in the construct over time and those with a lower level of the construct changed their mindsets more over time. Pedagogical implications of the findings such as language teachers’ consideration of growth language mindsets interventions are discussed.

Potential sources of foreign language learning boredom: A Q methodology study

88%

Kruk M., Pawlak M., Elahi Shirvan M., Taherian T., Yazdanmehr E.

Studies in Second Language Learning and Teaching

2022

vol. 12

issue 1

37-58

The present study employed an interpretive approach to investigate individual learners’ viewpoints on foreign language learning boredom (FLLB). To this aim, a Q method, which shares features of both qualitative and quantitative research approaches, was used to explore 37 Iranian English as a foreign language (EFL) learners’ perceptions of potential sources of boredom in the classroom. Nonprobability purposeful sampling was used to select participants from two private language institutes in Mashhad, Iran. A hybrid-type Q sampling was employed to produce 40 statements related to the sources of FLLB. Using PQ Method, an exclusive statistical package for Q methodology, the Q sorts were intercorrelated and factor-analyzed. Three factors were extracted and rotated using varimax rotation and hand adjustment. Factor arrays and qualitative analyses were utilized to find and interpret three different accounts of FLLB. The three factors showed that the students held three divergent prototypical points of view about the sources of boredom experienced in EFL learning in class: (a) teacher-induced boredom, (b) student-induced boredom, and (c) activity-induced boredom. The findings also showed that different learner prototypes experience FLLB distinctly. Thus teachers should consider using different strategies to prevent or reduce this negative emotion in the context of L2 learning since otherwise this process could be impeded.

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1 Polish Psychological Bulletin

1 Studies in Second Language Learning and Teaching

2 Taherian T.

2 Yazdanmehr E.

1 Elahi Shirvan M.

1 Kruk M.

1 Pawlak M.

1 Robat E. S.

1 Shirvan M. E.

2 2022

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Change over Time in Learners’ Mindsets about Learning a Foreign Language

Potential sources of foreign language learning boredom: A Q methodology study