Examining the domain-specificity of language mindset: a case of L2 reading comprehension

ABSTRACT

Purpose: The present study investigated the domain-specificity of language mindset with a focus on foreign language (L2) reading mindset. We further examined whether L2 reading mindset could predict several L2 reading-specific outcomes, including L2 reading achievement and L2 reading emotions above and beyond general language mindset.Design/methodology/approach: We gathered data from 489 Iranian university students during regular classroom hours. Participants completed the questionnaire which included L2 reading mindset, general language mindset, L2 anxiety, and L2 enjoyment items. They further took an L2 reading comprehension test. Findings: Results of the confirmatory factor analysis supported a two-factor solution for both L2 reading mindset and general language mindset scales, corresponding to the fixed and growth categories. Furthermore, the findings of hierarchical multiple regressions indicated that adding L2 reading mindsets significantly added to the explained variance in L2 reading anxiety, L2 reading enjoyment, and L2 reading achievement. Originality/value: Findings of this study supported the incremental validity of L2 reading mindset as it could predict L2 reading outcomes above and beyond general language mindset. This finding empirically supports the domain-specificity of language mindset. Therefore, both L2 researchers and teachers should be aware of the unique role that L2 reading mindset plays in L2 reading skill.

KEYWORDS:

• Language mindset
• L2 reading mindset
• L2 reading emotions
• L2 reading achievement
• positive psychology

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Gholam Hassan Khajavy

Gholam Hassan Khajavy is Assistant Professor of Applied Linguistics at University of Bojnord, Iran. His main research interests are psychology of language learning and teaching and instructed second language acquisition. He has published in different international journals such as TESOL Quarterly, Studies in Second Language Acquisition, Language Learning, and Contemporary Educational Psychology.

Fereshteh Pourtahmasb

Fereshteh Pourtahmasb is a Ph.D. candidate of Applied Linguistics at University of Bojnord, Iran. Her main research interests are task-based language teaching and learning and psychology of language learning and teaching.

Chengchen Li

Chengchen Li is a lecturer at Huazhong University of Science and Technology, China. Her research interests include positive psychology of foreign language learning, second language acquisition, multilingualism and multilingual education. She has published widely on affective, motivational and cognitive individual differences in second language acquisition. She is Editor of Studies in Second Language Learning and Teaching.