From Feeling Incapable to Becoming Agentic: Language Mindset Transformation Through Reflective Dialogue in a Thai EFL Classroom

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Published: Jul 30, 2026
DOI: https://doi.org/10.70730/UVHA5971
Keywords:
learner agency, language mindset, Thai EFL learners, reflective dialogue

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Sitah Thayati
Curriculum and Instruction Department, Faculty of Education, Chulalongkorn University, Bangkok, Thailand
Ruedeerath Chusanachoti
Curriculum and Instruction Department, Faculty of Education, Chulalongkorn University, Bangkok, Thailand
Wichai Sawekngam
Curriculum and Instruction Department, Faculty of Education, Chulalongkorn University, Bangkok, Thailand

Abstract

This study investigates how language mindset transforms over time and enables agency development among Thai undergraduate EFL learners. It aims to examine how mindset dimensions change during a reflective dialogue intervention, identify temporal patterns of belief transformation, and explore relationships between these beliefs and agentic behaviors. Employing a multi-method case study design, twenty-five students participated in a six-week intervention; data comprised 100 learning logs and pre-post semi-structured interviews with six focal participants, analyzed using paired-samples t-tests and thematic analysis. All six mindset dimensions—participation, motivation, effort, strategy, failure, and ability—shifted from fixed to growth-oriented perspectives. Three distinct pathways emerged: participation and motivation beliefs transformed rapidly through peer validation; effort and strategy beliefs shifted moderately through guided experimentation; failure and ability beliefs changed gradually through accumulated evidence. These sequential transformations enabled behavioral agency, cognitive agency, and identity agency. Students developed interdependent agency—aligning autonomous action with collectivist values. Findings demonstrate that mindset transformation requires differentiated support mechanisms and realistic timeframes. Educators should employ targeted interventions; behavioral changes emerge within weeks, while identity transformation requires sustained practice over months.

Article Details

How to Cite
Thayati, S., Chusanachoti, R., & Sawekngam, W. (2026). From Feeling Incapable to Becoming Agentic: Language Mindset Transformation Through Reflective Dialogue in a Thai EFL Classroom. LEARN Journal: Language Education and Acquisition Research Network, 19(2), 726–751. https://doi.org/10.70730/UVHA5971
Issue
Vol. 19 No. 2 (2026): LEARN Journal (July-December)
Section
Research Articles
Author Biographies

Sitah Thayati, Curriculum and Instruction Department, Faculty of Education, Chulalongkorn University, Bangkok, Thailand

A lecturer in the Curriculum and Instruction Department at Chiang Mai Rajabhat University in Chiang Mai, Thailand. She completed her PhD in Curriculum and Instruction at the Faculty of Education at Chulalongkorn University in Bangkok, Thailand. Her research interests include language curriculum and instruction development, technology-enhanced language learning and language learner agency.

Ruedeerath Chusanachoti, Curriculum and Instruction Department, Faculty of Education, Chulalongkorn University, Bangkok, Thailand

An Assistant Professor in the Division of Foreign Language Teaching, Department of Curriculum and Instruction at the Faculty of Education, Chulalongkorn University, Bangkok, Thailand. Her research interests include language curriculum and instruction development, speaking and oral communication instruction, out-of-class and autonomous learning, and multimedia and technology for language instruction.

Wichai Sawekngam, Curriculum and Instruction Department, Faculty of Education, Chulalongkorn University, Bangkok, Thailand

An Assistant Professor at the Division of Curriculum and Instruction, Department of Curriculum and Instruction at the Faculty of Education, Chulalongkorn University, Bangkok, Thailand. His research interests include curriculum development, instructional quality improvement, and teacher development.

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