Structural Equation Modelling of the Relationship Between EFL Learners'''' Language Mindset and Individual Attributes: The Case of Self-efficacy, Autonomy, Critical Thinking

محورهای موضوعی : Research Paper

Samira Soltani ¹ (English Department, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran)
Fariba Rahimi Esfahani ² (English Department, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran)
Sajad Shafiee ³ (English Department, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran)

تاریخ دریافت : 1402/06/05 تاریخ پذیرش : 1402/07/26 تاریخ انتشار : 1402/07/09

کلید واژه: Self-efficacy, critical thinking, Language Mindset, Learner''s Autonomy,

چکیده مقاله :

This study aimed at exploring a host of objectives: it examined whether self-efficacy, learner autonomy, and critical thinking play a significant part in predicting EFL learners'' language mindset. Moreover, it inspected the direct and indirect relationships among all the above-mentioned variables. To achieve these purposes, a correlational survey design was used; survey questionnaires (Motivated Strategies for Learning Questionnaire (MSLQ), Learner Autonomy Questionnaire, California Critical Thinking Skills Test (CCTST), and Language Mindsets Inventory (LMI) were administered to more than 700 male and female intermediate EFL learners selected through convenient sampling from several language institutes in Isfahan, Iran, and the required data were collected and statistically analyzed by path analysis in the SmartPLS environment. The obtained results showed that all the variables are partially related to language mindset. However, the significant relationship with mindset was that of self-efficacy. This finding has useful implications for language teachers. Growth mindsets must be captured and modeled by them for the proper implementation of mindset interventions so that learners can understand their flexible capacities as a reflection of their efforts. They can also develop attitudes and behaviors in the learner that will help them succeed in life. Learners who undergo a growth mindset intervention to increase self-efficacy will benefit from greater academic success and commitment to learning.

چکیده انگلیسی:

این مطالعه با هدف بررسی تعدادی از اهداف انجام شد: بررسی کرد که آیا خودکارآمدی ، استقلال یادگیرنده ، و تفکر انتقادی نقش مهمی در پیشبی نیذهنی ت زبان زبان آموزان EFL دارند یا خیر. همچنین روابط مستقیم و غیرمستقیم بین تمامی متغیرهای فوق را مورد بررسی قرار داد. برای دستیابیبه این اهداف، از طرح پیمایش همبستگی استفاده شد. پرسشنامه های نظرسنجی )پرسشنامه راهبردهای انگ یزشی برای یادگیری (MSLQ) ،پرسشنامه خودمختاری یادگیرنده ، آزمون مهارت های تفکر انتقادی کالیفرنی ا (CCTST) و پرسشنامه ذهنی ت ها ی زبانی (LMI) بر روی بیش از700 زبان آموز زبان انگلیسی متوسطه مرد و زن که از طریق نمونه گیری آسان انتخاب شده بودند، اجرا شد. موسسات زبان در اصفهان، ایران وداده های مورد نیاز جمع آوری و با روش تحلیل مسیر در محیط SmartPLS مورد تجزیه و تحلیل آماری قرار گرفت. این یافته پیامدهای مفیدیبرای معلمان زبان دارد. ذهنیتها ی رشد باید برای اجرای صح یح مداخلات ذهنی توسط آنها گرفته شود و مدلسازی شود تا فراگیران بتوانندظرفیتهای انعطافپذ یر خود را به عنوان بازتابی از تلاشهای خود درک کنند. یادگیرنده ای که به موفقی ت آنها در زندگی کمک می کند.یادگیرندگانی که برا ی افزای ش خودکارآمدی تحت مداخله ذهن یت رشد قرار میگیرند ، از موفقیت تحص یلی بی شتر و تعهد به یادگیری بهره خواهند برد .کلمات کلید ی: تفکر انتقادی. ذهنی ت زبانی ؛ خودمختاری یادگیرنده ؛ خودکارآمد ی

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