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Description
As English plays an increasingly important role in education, many high school students continue to struggle to learn the language. This study aims to examine students’ mindset orientations, identify major challenges in learning English, and explore the patterns between these orientations and students’ responses to these challenges in Dak Lak Province. Using a mixed-methods approach, the study collected data from 50 high school students via questionnaires and conducted semi-structured interviews with two purposively selected students. The questionnaire employed a five-point Likert scale, while two students participated in follow-up interviews to provide deeper insights into their learning experiences. The findings revealed that 76% of students demonstrated a growth-mindset orientation. Psychological factors were identified as the most significant challenges in English learning. In addition, students with a growth mindset tended to respond more positively and persistently to difficulties. In contrast, students with a fixed mindset were more likely to avoid challenges and give up easily. Based on these findings, the study suggests the use of growth mindset-oriented classroom strategies, such as reflection worksheets, learning checklists, and supportive classroom activities, to help students respond more positively to English learning challenges. The findings also provide practical implications for improving English teaching and learning practices in similar high school contexts.
Biography
Nguyen Thi Ngoc Anh is a final-year student majoring in English Pedagogy at Tay Nguyen University, Vietnam. Her academic interests include growth mindset, learner psychology, and English language teaching and learning. She is particularly interested in exploring how students respond to challenges in EFL contexts. Her current research focuses on high school students’ mindset orientations and their responses to English learning difficulties in Dak Lak Province. Through her research, she hopes to contribute practical implications for improving English teaching and learning practices in Vietnamese high school contexts.
Dr. Le Thi Hong Van is an English lecturer at Tay Nguyen University. She earned her Doctorate in TESOL from the University of Central Florida, USA, in 2021. Her research interests include strength-based teaching, oral communication, instructional technology, language skill development for English learners, and ESL/EFL teacher education. Dr. Le has received numerous national and international awards and fellowships for her academic achievements and community services in professional development, including the TESOL Albert H. Marckwardt Travel Grant for her outstanding contributions to regional, national, or international ESL/EFL organizations. Her email address is lthvan@ttn.edu.vn.
Ms. Doan Thi Dung is a lecturer of English at Tay Nguyen University for 13 years. She received her Master Degree in Applied Linguistics from Macquarie University, Sydney, Australia and is currently doing her PhD in Theory and Methodology of English Language Teaching at Hue University of Foreign Languages.
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