Correlations among learners’ mindsets, self-confidence, and effort in learning English: A case study of final-year English language teacher education students

Tóm tắt

This study examines how mindset relates to two pivotal facets of foreign-language learning – self-confidence and learning effort – among 163 final-year English-pedagogy majors at Tay Nguyen University. Grounded in Dweck’s mindset theory (2006), the research employed a survey measuring growth- versus fixed-mindset beliefs, perceived confidence, and effortful study behaviors. Descriptive statistics (means, percentages) first profiled students’ mindsets, confidence levels, and effort patterns. Pearson’s correlation coefficients then quantified the links among variables. Results reveal that a growth mindset correlates positively and significantly with both self-confidence (r = .46, p < .01) and sustained effort in learning English (r = .52, p < .01), whereas fixed-mindset scores show negative or negligible associations. Students who reported high confidence and effort also cited three recurrent strategies: using gamified language-learning apps, engaging in real-world communication, and following personalised, goal-driven study plans. These findings underscore the pedagogical value of fostering growth-oriented beliefs to bolster resilience and autonomous practice. The study recommends embedding mindset-enhancing interventions – regular goal-setting, constructive feedback framed as progress cues, and reflective journals – into English-language curricula. Such practices can strengthen learners’ belief in malleable ability, thereby boosting motivation and persistence. Future work should triangulate self-report data with classroom observations and longitudinal achievement scores to clarify causal pathways. Overall, cultivating a growth mindset appears instrumental not only for individual learner success but also for institutions striving to raise national English-proficiency targets and prepare graduates for an increasingly global workplace.