How and When Do Language Mind-Sets Predict ESL Students' Language Development? Multiple Replications and a Mini-Meta-Analysis

• In Event: AERA Poster Session 6
  In Poster Session: Motivation in Education SIG Poster Session: Process, Methods, and Outcomes

Abstract

Across six studies (N=2,163), we examined important, but understudied, questions of “to what extent”, “how”, and “when” growth language-mindsets predict ESL students’ language development. Regarding “to what extent”, a mini-meta-analysis showed that the link between language-mindsets and self-assessed English proficiency, though weak, is reliable (r =.21). Answering “how”, language anxiety and language use explain the processes through which mindsets predict proficiency. Concerning “when,” the six studies consistently showed that language-mindsets have significant effects for only more recently arrived (

Authors

• Nigel Mantou Lou, University of Victoria

• Kimberly Noels, University of Alberta