The development of growth mindset in the Japanese EFL discussion task
DOI:
https://doi.org/10.36505/TheLinguisticProceedings/2025/17/02/014/000700Keywords:
growth mindset, group dynamics, communicative competence, multimodal discourse analysis, CALLAbstract
The concept of Group Mindset (Dweck, 2006) is examined through the lens of group dynamics (Dörnyei & Murphey, 2003) in a Japanese EFL setting. The study aimed to explore how learners’ beliefs and their English expression change through peer interaction in a CALL classroom. 60 Japanese undergraduates took part in a weekly 15minute spoken discussion over a semester. The mixed-method approach revealed that group dynamics scaffolded English conversation and fostered a growth mindset. However, despite its benefits, using technology during spoken communication decreased opportunities for communicative risk-taking and peer bonding. These findings highlight the need for teaching strategies that balance technology use in class to help learners develop a growth mindset and the skills necessary for practical English communication.References
Canale, M., Swain, M. 1980. Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1–47.
Dörnyei, Z., Murphey, T. 2003. Group dynamics in the language classroom.
Dweck, C.S. 2006. Mindset: The new psychology of success. Random House.
Smith, H.R. 2000. Assimilative and contrastive emotional reactions to upward and downward social comparison. In J. Suls & L. Wheeler (Eds.), Handbook of social comparison: Theory and research (pp. 173–200). Springer Science Business Media.
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Articles are published under the Creative Commons Attribution 4.0 International License (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are properly credited.
