Date of Publication
8-11-2023
Document Type
Master's Thesis
Degree Name
Master of Arts in English Language Education
Subject Categories
Language and Literacy Education | Secondary Education
College
Br. Andrew Gonzalez FSC College of Education
Department/Unit
Dept of English and Applied Linguistics
Thesis Advisor
Sterling M. Plata
Defense Panel Chair
Jennifer Tan-de Ramos
Defense Panel Member
Marianne Jennifer M. Gaerlan
Philip Adrianne A. Rentillo
Abstract/Summary
In recent years, there has been significant research interest in language mindsets and their influence on goal orientations. This interest has stemmed from the development of the Mindsets-Goals-Responses Model, which has prompted numerous studies to explore the connection between an individual's language mindset and goal orientation, particularly in the L2 context. Many studies conducted in these contexts have provided empirical evidence supporting the inherent relationship between language mindsets and goal orientations. However, studies proving this relationship in general language learning and in the context of senior high school students are scarce. On the other hand, the potential interrelation between language mindset and feedback perception among language learners has been assumed to show a significant relationship, but empirical studies proving this assumption are scarce given that such an assumption has not been widely explored. Using an explanatory mixed methods research design, the present study attempted to address these gaps by examining the interplay of language mindset with goal orientation and perceptions of the Filipino senior high school students in terms of the feedback given by their language teachers. Specifically, the study sought to answer the following research questions: 1) what are the language mindsets of the Filipino senior high school students in language learning? 2) do language mindsets predict the goal orientations of the Filipino senior high school students? 3) is there a relationship between the Filipino senior high school students' language mindsets and their perceptions of the levels of feedback they receive? and 4) what are the perceptions of the Filipino senior high school students in terms of the role of language mindset in achieving their goals in language learning and the role of feedback to language mindset? Findings revealed that the Filipino senior high school students dominantly endorse a growth language mindset. Also, the present study confirms the model that language mindsets predict goal orientations. In addition, a positive moderate relationship was found between students’ feedback perceptions regarding four levels of feedback and their language mindsets. Furthermore, it was found that the roles of language mindsets in achieving students’ goals in language learning were identified to influence motivation and goal setting, build self-efficacy and confidence, and foster a positive outlook in language learning. On the one hand, the roles of teachers’ feedback in their language mindsets were found to develop self-confidence and motivation, promote reflection and self-assessment, and help students to accept constructive criticism.
Keywords: Language mindset, goal orientation, feedback perception, Filipino senior high school students, language learning
Abstract Format
html
Language
English
Format
Electronic
Physical Description
182 leaves
Keywords
Language and languages—Study and teaching; Language and education; Learning; Goal (Psychology)
Recommended Citation
Orquijo, Z. R. (2023). Examining the interplay of language mindset with goal orientation and feedback perception of Filipino senior high school students. Retrieved from https://animorepository.dlsu.edu.ph/etdm_deal/18
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Embargo Period
8-2028
