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Description
This study examined the relationship between EFL learners’ mindsets - defined as their beliefs regarding the malleability of language learning intelligence - and their levels of English oral communication anxiety (EOCA). The research employed a quantitative approach, utilizing a Likert-scale questionnaire to collect data from a sample of 200 non-English-majored students at a university in Da Nang. Multiple regression analyses were conducted to explore the predictive power of learners’ mindsets on their EOCA levels. The findings revealed a significant relationship between mindset orientation and anxiety levels. Specifically, students who endorsed a fixed mindset - believing that their language learning ability is innate and unchangeable - reported significantly higher levels of EOCA compared to those with a growth mindset, who believed their abilities could improve through effort and practice. These findings offer empirical support for the theoretical alignment between mindset theory and the affective dimensions of foreign language learning, particularly anxiety. The study not only contributes to the growing body of literature on psychological factors in language learning but also highlights the importance of fostering adaptive beliefs in educational contexts to reduce anxiety and enhance communicative confidence. Implications for pedagogical decisions and suggestions for future research are also put forward.
Keywords: language mindsets, English oral communication anxiety, EFL learners
Biography
Pham Dieu Tien is a lecturer in the Department of English for Specific Purposes at University of Economics – the University of Danang, Vietnam. She earned her Master’s degree in TESOL from Nottingham Trent University in the United Kingdom. Her MA dissertation explored vocabulary learning strategies among EFL medical students, with a particular focus on the relationship between the frequency of strategy use and learners’ perceptions of their usefulness. Her academic interests mainly centres around English language education, including language pedagogy, learner motivation, vocabulary instruction, and digital literacy. Additionally, she is engaged in research on intercultural competence in EFL classrooms, especially as cross-cultural communication becomes increasingly vital in a globalized world.
Le Thi Thuy Mai is a lecturer in the Department of English for Specific Purposes at University of Economics – the University of Danang, Vietnam. She recently completed her Master's degree at University of Huddersfield, UK, where her research focused on the intricate relationship between English language pedagogy and its socio-cultural dimensions. With a profound interest in both English culture and the practical applications of language education, Mai's academic pursuits delve into how social contexts shape linguistic acquisition and teaching methodologies. A key motivation is fostering intercultural competence in learners, recognizing its vital role in effective global communication. Her master's dissertation specifically investigated Task-Based Language Teaching (TBLT), offering insights into its effectiveness and implementation within Vietnamese learning environments, particularly as TBLT can facilitate learners' ability to navigate and communicate effectively across diverse cultural backgrounds.
