ACTUALMENTE RECIBE TRATAMIENTO ODONTOLÓGICO

In line with the few studies conducted to investigate the role of mindset in language learning (Lou and Noels, 2016; Mercer & Ryan, 2010, 2012; Noels & Lou, 2015), the data demonstrated that the language learning mindset played a key role in L2 demotivation and influenced the way by which each English learner responded to the potential demotivators – the fixed language learning mindset associated with L2 demotivation. The learners explained their language learning experiences differently

Participan t

Foundatio n path

Age Start age School Attitude toward learning English

Language mindset

ID100 Science 18 10 state Enjoy Growth ID101 Science 18 10 state Dislike Fixed ID102 Science 19 10 state Enjoy Growth** ID103 Science 18 10 state Enjoy Growth ID104 Science 19 10 state Dislike Fixed ID105 Science 18 10 state Enjoy Growth* ID106 Arts 19 10 state Dislike Fixed ID107 Arts 19 10 state Dislike Fixed ID108 Arts 18 10 state Enjoy Growth ID109 Arts 19 10 state Dislike Fixed ID110 Arts 18 10 state Enjoy Growth** ID111 Arts 18 10 state Dislike Fixed ID112 Arts 19 10 state Enjoy Growth*

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and attributed their past failures to different factors including ability, effort, disappointment and English teachers. However, the different attributions did not influence their L2 motivation similarly. It was evident that it is not the attributional styles that affected the language learners’ motivation, it was the way they perceived these factors (i.e. their mindset).

The major finding of this investigation was that when discussing demotivation, it is not merely the identification of the demotivating factors that matters but also the way these factors are perceived by individual language learners. The participants in the data made different attributions and explanations of their own and other’s failures and successes. They also perceived the teacher’s role, effort, and their ability to learn a second language diversely. Their diverse explanations and attributions were to a large extent the function of the language learning mindset the particular learner held (i.e. how they perceived the ability to learn a second language).

In line with the few studies conducted to investigate the role of mindset in language learning (Lou and Noels, 2016; Mercer & Ryan, 2010, 2012; Noels & Lou, 2015), the data demonstrated that the language learning mindset played a key role in L2 demotivation and influenced the way by which each English learner responded to the potential demotivators – the fixed language learning mindset associated with L2 demotivation. The learners explained their language learning experiences differently and attributed their past failures to different factors including ability, effort,

disappointment and English teachers. However, the different attributions did not influence their L2 motivation similarly. It was evident that it is not the attributional styles that affected the language learners’ motivation, it was the way they perceived these factors (i.e. their mindset).

The qualitative data demonstrated that L2 demotivation happened when internal or external factors broke some of the constituents of a learner’s vision, but the data also revealed that the detrimental influences did not demotivate language learners similarly even in seemingly identical situations. Even the similar cultural, religious, and family background affected the language learners’ attitudes toward learning English

differently. Therefore, the findings revealed the complexity of L2 demotivation. It was evident that L2 demotivation experiences, perceptions, and explanations are highly individual, personalised and unique.

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The first conceptual theme that emerged from the participants’ responses was the language learning mindset. The data showed that the impact of all internal and external factors on the participants’ language learning experiences and the way they respond to L2 demotivation is significantly related to their language learning mindsets. After revising the codes and the individual experience of each learner, it was found that their attributional styles, future vision, and attitudinal dispositions did not affect their motivation similarly although they were studying in a seemingly identical situation and receiving the same knowledge from the same teacher. For example, if the learners share the same vision or the same attributional style, their motivation was not influenced similarly. Moreover, even when those factors affected them and thus demotivated them, they responded differently using different strategies that might be constructive or maladaptive. Their different responses to the same demotivating factors were found to be affected more by the way they explain and perceive these factors and the way they perceived the ability to learn a foreign language. For example, if two students attribute their past failure to ability, each student would respond to that setback differently according to her perception of language learning ability (fixed or malleable). If the learner perceives that ability as a malleable factor (hold a growth mindset), she remains motivated and increase her effort in order to increase her ability. In contrast, if the learner perceives that ability as a fixed natural gift or a talent, she devalues effort and does not use effective strategies to increase her ability and thereby becomes

demotivated and even cannot overcome the negative impact of demotivation and bad experiences for extended periods.

In short, the learners’ mindsets (growth or fixed) played an important role in the L2 demotivation process. It was not the demotivating factors or the attributional styles that demotivated the language learners or affected how they responded to L2

demotivation. Rather, it was the way they perceived these factors and causes of failure and successes. The way they perceived the teacher role, ability, effort and other factors affected the learners’ motivation, demotivation and remotivation process. Four

subthemes emerged in the data representing four mindset-related factors: growth language learning mindset, fixed language learning mindset, oral proficiency mindset, and mindset shift. Each subtheme will be discussed based on the participants’ stories.

116 Fixed language learning mindset

Language learners who made statements that indicated that they tend to endorse a fixed language learning mindset believed that a natural ability is essential to learn a second language. These learners typically talked about demotivation in terms of a gradual loss of interest in learning English, feeling disappointed about the outcome of studying hard, or feeling helpless after repeated failures or in the face of setbacks. Confirmining Ryan and Mercer’s (2011) assertion that fixed mindset language learners are more likely to avoid challenges and lessen their language learning expectations, these learners avoided challenges and embarrassment in the classroom in order to look confident and protect their face if the task was difficult. This is consistent with the long history of research that showed how fixed mindset learners (who perceive intelligence as being a fixed trait and interpret failures as a sign that they lack the ability to learn) avoid academically challenging tasks and tend to adopt a helpless response when they encounter difficulty (Blackwell et al.,2007; Diener & Dweck, 1980; Dweck, 1999; Hong et al., 1999; Robins & Pals, 2002; Yeager & Dweck, 2012). It is also consistent with the finding of Robins & Pals’s (2002) study that showed how fixed language learners give up on challenging tasks more quickly, showing greater anxiety and avoidance because they see achievement situations as hurdles that will determine their self-worth or a risky place in which their fate and intillegence are determined by relatively uncontrollable forces.

They also felt threatened by others’ successful experiences and questioned their own ability when encountering high achievers. Within their fixed mindset, they

devalued effort and hard work, and perceived them as fruitless. Consequently, they were more sensitive to demotivating factors and remained in the hold of demotivation for extended periods and could not overcome obstacles and failures easily. Consider the following two participants who demonstrate having fixed language learning mindsets:

Not everyone can learn a second language. Some people are talented, they have something special that helps them to learn languages fast, they are naturally gifted. They pass the languages courses easily without studying hard. I wish I was one of them. Unfortunately, I feel that without having that natural ability, studying English is like wasting my time. I would rather spend my time studying something I am good at (ID101).

I used to believe that not everyone in the world can learn a second language, that people have different abilities and intelligence levels … that it is impossible to learn a

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second or a third language for some people... I even believed that you cannot learn a second language if you are not smart enough (ID110).

The first learner explicitly attributed other classmates’ positive experiences and good performance to “something special” and described them as “talented” or “naturally gifted”. She believed that these learners pass the exams with no effort. This belief was the main reason she lost interest and stopped putting forth effort to change the negative trajectory of her learning. Her devaluation of effort was clearly expressed when she described studying English as a “waste of time” that would not lead to a positive outcome.

In the second example, another learner emphasised the power of a natural language learning ability, and then divided language learners into low and high ability groups. She attributed successful language learning to being intelligent and smart. She held an entity theory of language learning ability believing that successful language learning is “impossible” without having a natural ability and intelligence.

Growth language learning mindset

Consistent with the results of the studies conducted by psychology researchers to explore what makes some students resilient and able to overcome challenges or even to flourish during difficult situations (e.g. Blackwell et al., 2007; Diener & Dweck , 1980; Dweck & Sorich, 1999; Gutman & Midgley, 2000; Henderson & Dweck, 1990; Robins & Pals, 2002; Yeager & Dweck, 2012). Some interviewees in the study made

statements that indicated their tendency to endorse a growth language learning mindset. Contrary to fixed mindset language learners, these students believed that the ability to learn a second language can be increased through effort and hard work. These learners blamed their carelessness when they experienced failures. Indeed, all the learners who reported having a successful language learning experience believed in the malleability of ability and valued hard work and effort. They were more resilient, autonomous, determined, and more committed to overcoming learning challenges. They embraced challenges and felt inspired by others’ successful experiences. Consider the following example of a learner who demonstrated a growth mindset about the ability to learn a second language:

Everyone can learn a second language. it just needs time, patience, and effort. If I fail, I mainly blame myself for being careless and not trying harder using different strategies to increase my language ability. Learning English is like learning how to drive and cook. You start weak but the more you practice, the stronger you become (ID102).

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This learner believed in the malleability of language learning ability and

believed that everyone can learn a second language. She attributed her past failure to her “carelessness” and to applying ineffective strategies in order to increase her language learning ability. She even discussed the similarities between the language learning skills and other skills that can be imorved through practice such as cooking and driving. Her attribution of successful mastery of these three skills to practice indicates her realisation of the value of hard work and effort.

Many other examples showed how growth language learning mindset can influence the learners’ explaination of others’ successful language learning experiences, and thereby affect their motivation and their willingness to embrace challenges

positively. For example:

Whenever I encounter a successful language learner, I feel excited and ask lots of questions. I believe that these learners applied very effective strategies and studied very hard in order to achieve their goals. They would not succeed if they did not work hard to improve their skills. I usually try to sit next to these students in class in order to increase my ability and learn from them (ID108).

This growth mindset language learner attributed others’ successful language learning experiences to the effort that they put forth and the time they spend studying hard. She believed that she could increase her ability by learning about effective strategies that these successful learners applied. She did not feel threatened or embarrassed about being around them. Rather, she believed that her ability can be increased and that her learning strategies can be improved.

Oral proficiency mindset

Another factor that was demotivating for some learners but did not affect other learners is the way they perceived their oral proficiency level, which was also the function of the language learning mindset. Fixed mindset language learners were disappointed about the oral proficiency level they achieved as a result of attending instructional English classes, and thus became easily demotivated and lost interest in these classes. On the other hand, growth mindset language learners were satisfied with the slow progress they made in the classroom and perceived it as a natural part of the learning process, and thereby remained motivated and believed that being a beginner is the first step in the long successful language learning journey and the only path that can lead to fluency.

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All the interviewees talked about their failure to increase their oral proficiency level through learning English at school. However, the participants explained this failure diversely according to the particular language learning mindset about achieving fluency (oral proficiency mindset). Although each interviewee tended to endorse a particular language learning mindset that is related to language learning ability in general, some learners held a fixed mindset only about oral proficiency. These learners believed that they could learn and pass the English exams through improving different language skills successfully. However, they believed that a natural ability is essential in order to achieve fluency and become a proficient speaker of English. These learners shared avoidance of practicing or participating in speaking activities in the English classroom. They felt threatened by fluent speakers of English and avoided speaking English in the existence of these learners. Within their fixed oral proficiency mindset, they suspected their ability to improve their oral proficiency and could not see the role of practicing English if the natural speaking ability did not exist. For example:

I am a very good learner and my grades are always excellent in the English exams. I believe that everyone can study hard and learn a second language but speaking that language fluently is something different. You need a natural ability to achieve fluency. I noticed that some of my classmates can speak English and participate in the class. They can ask and answer questions. When I asked them, I found that they have never lived abroad or had any family member who could practice English with them at home. These are the gifted learners I am talking about. I am a good language learner but I do not think that I am a talented English speaker like them (ID112).

The above student distinguished between her belief about the ability to learn a second language in general and her belief about achieving fluency. She held a growth language learning mindset and expressed her confidence in her ability to carry on successful language learning journey, but held a fixed oral proficiency mindset and suspected her ability to achieve fluency. Observing other classmates who were fluent speakers of English only influenced her perception of the ability to achieve fluency, thereby she did not lose her broad motivation to learn English. She remained motivated and studied English hard but devalued hard work and practice when she discussed oral proficiency saying that “you need a natural ability to achieve fluency”.

The following example also shows a learner who held a fixed mindset only about achieving fluency:

During my first years of English learning, I knew that I will learn the alphabet,

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speaking and pronunciation, peoples’ abilities vary. I always knew that there was nothing I could do to improve it… I could only imagine passing the course but never imagined myself being a fluent speaker of English (ID105).

The example above shows how some learners held a growth mindset about different skills of language learning but excluded the speaking skill and held a fixed mindset about it. Although this learner was confident about her ability to learn and improve other language skills, she believed that people’s abilities to achieve fluency “vary”. Thus, she could not create a vision of her self speaking English fluently in the future. That means that her motivation to improve her speaking skill decreased and she might not put effort into that area of language learning. This finding confirms Ryan and Mercer’s assertion (2011) that learners’ beliefs regarding the role of natural talent can affect their motivation and ability to develop a positive identity as self-directed language learner within different language learning contexts. If this learner is taught about growth mindset and how to apply her incremental theories of the other skills into speaking skill, her confidence can be rebuilt and her future L2 self could be

reenvisaged. That means that she can bounce back and recover from the speaking- related demotivation and try harder to achieve fluency.Interestingly, even within one skill such as grammar, learners were found to hold different mindsets about different aspects of grammar, confirming Dweck’s (2015) argument that people have a mixture of fixed and growth mindsets rather than having one mindset or another and that many people can switch between them.. One example to represent this distinction is what the same participant said about learning prepositions:

There are grammar and rules that can be learned through studying hard revising and

analysing… however, I believe that things such as prepositions and irregular verbs could not be learned through working hard… these things can be learned after communicating with native speakers or by having a special memorisation talent (ID105)

The example above shows how a learner may hold differing mindsets across different skill domains or aspects of the language. This learner also devalued the role of practice and effort in specific aspects of language learning. She held a growth mindset about learning English grammar in general but held a fixed mindset about learning prepositions and irregular verbs. Therefore, she stressed the superiority of natural acquisition contexts or natural memorisation talent over directed effort in facilitating successful mastery of these particular aspects of language.

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Analysing the interviews of the two participants above (ID105 & ID112) revealed that they both remained motivated to learn English and put the required effort to pursue successful language learning. It suggested that although having a fixed