GROWTH MINDSET IN ENGLISH LANGUAGE LEARNING OF COLLEGE STUDENTS

European Journal of English Language Teaching Pub Date : 2022-08-19 DOI:10.46827/ejel.v7i4.4422

Michelle T. Viña, Sajed M. Mamalampay, Maliha S. Mascud, Marcela Liscano, Ricardo O. Quiñones

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Abstract

This study investigated the growth mindset of college students in English language learning and the challenges they encounter in an online setting. Using a researcher-made questionnaire about the growth mindset of college students in English language learning and the challenges they encounter in an online setting, data from the 60 respondents in the study coming from the different colleges or departments of the Notre Dame of Midsayap College were analyzed quantitatively. Findings indicated that students have a high growth mindset and that factors such as motivation, criticism, environment, and effort had played a major role in their English language learning. Major challenges of students in an online setting include finding difficulty in accessing online materials due to poor internet connection, experiencing headaches and body pains due to prolonged exposure to gadgets, and getting bored easily when class time is too lengthy. The least challenges encountered by students in an online setting yet also hampered their learning are lacking gadgets such as a cellphone and laptops, feeling disconnected from the instructor, and excessive workloads. Furthermore, there is no significant difference in a growth mindset in terms of sex and college or department. However, it was found out that College of Nursing (CN) got the highest mean when it comes to their growth mindset. Meanwhile, College of Information Technology, and Engineering (CITE) got the lowest mean. Moreover, there is a significant relationship between the growth mindset of English language learning and the challenges they encountered in an online setting. Article visualizations:

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成长型思维在大学生英语学习中的作用

本研究调查了大学生在英语学习中的成长型心态以及他们在网络环境中遇到的挑战。研究人员制作了一份关于大学生在英语学习中的成长心态以及他们在网络环境中遇到的挑战的调查问卷，对来自Midsayap圣母学院不同学院或部门的60名受访者的数据进行了定量分析。研究结果表明，学生具有较高的成长性思维，动机、批评、环境和努力等因素在他们的英语学习中发挥了重要作用。学生在网络环境中面临的主要挑战包括:由于网络连接不佳而难以获取在线资料;由于长时间接触电子产品而感到头痛和身体疼痛;上课时间过长而容易感到无聊。学生在网络环境中遇到的最小的挑战是缺乏手机和笔记本电脑等设备，感觉与老师脱节，以及工作量过大，但也阻碍了他们的学习。此外，在性别和学院或部门方面，成长心态没有显著差异。然而，研究发现，在成长型心态方面，护理学院(CN)的平均得分最高。与此同时，信息技术与工程学院(CITE)的平均得分最低。此外，英语语言学习的成长型思维模式与他们在网络环境中遇到的挑战之间存在着显著的关系。可视化条

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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European Journal of English Language Teaching

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