Nigel Mantou Lou

TL;DR: This article examined how priming an entity language theory (i.e., the belief that language intelligence is fixed) or an incremental language theory can orient language learners' goals and influence their reactions in failure situations and their intention to continue learning the language.

TL;DR: The Language Mindsets Inventory (LMI) as mentioned in this paper was used to test the learner's mindsets for language learning and found that learners' mindsets predict the goals that they set for learning, and that these goals in turn affect how they respond to difficult academic and communication episodes.

TL;DR: The authors reviewed existing studies of learners' mindsets in language education to summarize current knowledge and to identify research gaps, and highlighted that learners' mental states are associated with various motivational factors in a meaning-making system that guides learners' emotional responses and behavioural acts across different situations.

TL;DR: This article found that fixed (vs. growth) language mindsets were linked to negative perceptions of language-based rejection and self-and experimenter-reported contact avoidance and encouraged future communication among those with low (but not with high) perceived English competence.

TL;DR: The authors provide an overview of self-determination theory and how it has been incorporated in second language learning research to better understand language learning motivation, and suggest future directions for theory development, quantitative and qualitative research, and interventions for teaching.