Promoting Growth Language Mindsets and Willingness to Communicate: A Six-Step Instructional Model in a Thai EFL Course
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Abstract
This mixed-methods study investigated the effectiveness of a Growth Language Mindset (GLM) Instructional Model in enhancing learners’ GLM and willingness to communicate (WTC) in English. Participants were 42 students enrolled in an English for Communication course at a Thai university. The six-step GLM Instructional Model—(1) Mindset Check, (2) Activating a Growth Mindset, (3) Language Practice, (4) Feedforward, (5) Setting a Challenging Goal, and (6) Reflection—was implemented over four cycles during one semester. Data were collected via pre- and post-assessments and focus group interviews. Quantitative results showed a statistically significant increase in learners’ GLM, whereas the increase in WTC was not statistically significant. However, qualitative findings suggested that developing an understanding of a growth mindset may have supported learners’ engagement in learning, which appeared to positively influence their WTC both inside and outside the classroom. Participants reported that Steps 1 and 2 were useful for evaluating their mindset and clarifying their misconceptions about language learning. They also found Steps 3 and 4 meaningful in boosting learning engagement, whereas Steps 5 and 6 were valuable for enhancing their intrinsic motivation to continue their self-improvement journey beyond class. This study demonstrates practical pedagogical steps for promoting GLM and provides preliminary evidence of improvements in learning engagement, intrinsic motivation, and communicative confidence in using English. It also highlights the crucial role of teachers in cultivating growth-oriented beliefs and underscores the value of a positive language learning environment that supports sustained learner engagement and may contribute to more successful language learning outcomes.
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