Mindsets in Language Education
Produktdetaljer
Biografisk notat
Adrian Leis is Professor in the Center for Liberal Arts Education at Tohoku Gakuin University, Japan. His research interests include language pedagogy, language learning motivation and computer-assisted language learning/teaching. Adrian has authored several books, such as Innovations in Flipping the Language Classroom (2019), Insights into Flipped Classrooms (2023), and the Dictogloss in Action textbook series (forthcoming, 2025).
Åsta Haukås is Professor in the Department of Foreign Languages at the University of Bergen, Norway. She researches in the areas of multilingualism, metacognition, motivation, mindsets and teachers' professional development. Åsta has published numerous articles and book chapters on these topics in national and international publication channels. She is also the head of the research group Multilingualism on My Mind (MoMM), which has members from a wide variety of contexts.
Nigel Mantou Lou is Assistant Professor of Psychology at the University of Victoria, Canada. His research focuses on the intersection of psychology and language learning, particularly in the areas of motivation, identity, intercultural communication and intergroup relations. He received Early Career Awards from the American Education Research Association (Motivation SIG) and the International Association for the Psychology of Language Learning.
Sachiko Nakamura is Assistant Professor at Tamagawa University, Japan, and an executive committee member of the International Association of Psychology for Language Learning. Her research focuses on language learning emotions, emotion regulation and engagement, and her recent publications include Emotion Regulation and Strategy Instruction in Learning (Springer, 2023).
Mindsets in Language Education
This book provides a rich compendium of theoretical, empirical and practical insights into the complex role of mindsets in language learning and teaching. Encompassing a diversity of cultural, educational and professional contexts, the collection offers valuable ideas to stimulate thinking and inform practice among language teachers, teacher educators, and researchers.
Ema Ushioda, University of Warwick, UK
This book delivers an innovative and cutting-edge collection of studies that push the boundaries of current research on language mindsets and redefine how we approach language education. With its real-world insights and actionable strategies, this volume is a treasure trove for those seeking to cultivate a growth mindset in the classroom and beyond.
Mostafa Papi, Florida State University, USA
This groundbreaking volume brings together an international team of scholars focusing on the important issue of mindsets in language education. With the varied contexts and participant profiles represented, the volume is a must-read for any student, practitioner, or researcher interested in this topic.
Amy S. Thompson, Florida State University, USA
<p>This comprehensive volume presents invaluable insights into the pivotal role of mindsets in language learning and teaching. Through rigorous research and diverse case studies, it illuminates how both teachers' and learners' mindsets shape motivation, anxiety, and professional development, ultimately providing practical strategies to foster a growth mindset for enhanced language learning outcomes.</p>
Nourollah Zarrinabadi, University of Isfahan, Iran
This essential guide illuminates how your beliefs about learning shape your journey to mastering an additional language and provides insight into how to harness the transformative power of mindsets. Unlock your potential by embracing a growth mindset – a new way of thinking based in “YES, I CAN!” – that will enhance your resilence, motivation and fluency.
Tammy Gregersen, Tennessee State University, USA
<p>This book is highly recommended for all L2 researchers, teacher educators, language instructors, curriculum developers, and policymakers who are responsible for and interested in mindsets and motivation in language education. The practical strategies presented in the book have the potential to foster resilience and effective learning and teaching approaches, ultimately contributing to sustained motivation, successful L2 outcomes, and optimal well-being, both academically and personally.</p>
Takeshi Onodera, The University of Queensland, Australia, JALT Journal, 47.2, November 2025
<p>This book serves as an illuminating reference for educators and academics focussing on the psychological sphere of language learning and instruction. The book can, in its present form, be considered a complete book of mindsets in language education [...] The key takeaway is that a growth mindset is a gateway to less challenging language learning and teaching, sustained motivation, and actual transformation.</p>
Thao Thi Phuong Nguyen, The University of Queensland, Australia, Australian Review of Applied Linguistics, February 2026
This book is the first volume devoted to mindset theory and practice in language education, offering interdisciplinary investigations into the motivation, competencies, emotions and wellbeing of language learners and teachers. Presenting studies from a vast array of language learning environments, the chapters explore topics such as students' attitudes and motivation surrounding language learning, the effects of mindset on vocabulary acquisition, the mindsets of early career teachers and experienced language teachers, interventions on students' mindsets and interventions that strengthen language teachers' growth mindsets. The findings presented in this book will be of great interest to instructors and researchers alike and present essential developments for the field of applied linguistics and psychology of language learning and teaching. The book will be invaluable in improving the quality of the language learning experience for teachers and students in various academic environments.
This book is devoted to the interdisciplinary investigation of language learner and teacher motivation, competencies, emotions and wellbeing, based on the theories behind mindsets. It includes a range of theoretical and empirical studies and is an invaluable resource for improving the quality of the language learning experience.
Figures and Tables
Contributors
Kimberly A. Noels: Foreword
Chapter 1. Adrian Leis, Åsta Haukås, Nigel Mantou Lou and Sachiko Nakamura: A History and Definition of Mindsets
Part 1: Mindsets of Language Learners
Chapter 2. Mark Feng Teng and Atsushi Mizumoto: Developing and Validating a Growth Mindset Scale in Vocabulary Learning
Chapter 3. Sachiko Nakamura and Adrian Leis: Language Learning Emotions and Goal Orientations from the Perspective of Mindsets
Chapter 4. Matthew Apple, Glen Hill, Joseph Falout and Etsuko Shimo: 'It’s Impossible' – Comparing Mindsets and Motivations of STEM and Non-STEM Japanese University EFL Students
Chapter 5. Gholam Hassan Khajavy and Mahdieh Vaziri: The Role of Language Learners’ Perceptions of their Teachers’ Goals in Language Mindsets and Anxiety
Chapter 6. Pia Sundqvist: A Growth Language Learning Mindset in the Third Age: A Case Study of an Octogenarian
Part 2: Mindsets of Language Teachers
Chapter 7. Özkan Kırmızı: An Analysis of Pre-Service EFL Teachers’ Instructional Practices and Use of Classroom Materials as Manifested through their Mindsets: A Case Study of Four Pre-Service EFL Teachers
Chapter 8. Ayşe Kızıldağ: EFL Teacher Mindsets from the Pre-Service Teachers’ Eyes
Chapter 9. Fadhila Yonata: An EFL Teacher Educator’s Mindsets and Professional Identity Development during a PhD Program: An Autoethnographic Study
Chapter 10. Åsta Haukås and Sarah Mercer: Experienced Language Teachers’ Mindsets Regarding their Own Professional Development
Chapter 11. Yuan Yao and Weijun Wang: Investigating Chinese Secondary School English Teachers’ Decremental Mindset, Anxiety and Prevention-Focused Motivation: A Mixed Method Study
Part 3: Intervention Studies on Mindsets in Language Education
Chapter 12. Claudia V. Tapia Castillo: Developing a Growth Mindset Towards Language Learning to Facilitate Motivation
Chapter 13. Andy Van Drom and Nigel Mantou Lou: Learning How to Learn Leads to the Belief One Can Learn: The Motivational Dynamics of Metacognition and Language Mindset
Chapter 14. Martha A. Ramirez, Paula García and Isabel Tejada-Sánchez: Language Teacher Characteristics that Reflect Growth Mindset Pedagogy
Chapter 15. Adrian Leis, Åsta Haukås, Sachiko Nakamura and Nigel Mantou Lou: Future Directions of Mindsets in Language Education
Index
The first book to explore the theories and practice of mindsets in the field of language education
This book provides a rich compendium of theoretical, empirical and practical insights into the complex role of mindsets in language learning and teaching. Encompassing a diversity of cultural, educational and professional contexts, the collection offers valuable ideas to stimulate thinking and inform practice among language teachers, teacher educators, and researchers.
Ema Ushioda, University of Warwick, UK
This book delivers an innovative and cutting-edge collection of studies that push the boundaries of current research on language mindsets and redefine how we approach language education. With its real-world insights and actionable strategies, this volume is a treasure trove for those seeking to cultivate a growth mindset in the classroom and beyond.
Mostafa Papi, Florida State University, USA
This groundbreaking volume brings together an international team of scholars focusing on the important issue of mindsets in language education. With the varied contexts and participant profiles represented, the volume is a must-read for any student, practitioner, or researcher interested in this topic.
Amy S. Thompson, Florida State University, USA
<p>This comprehensive volume presents invaluable insights into the pivotal role of mindsets in language learning and teaching. Through rigorous research and diverse case studies, it illuminates how both teachers' and learners' mindsets shape motivation, anxiety, and professional development, ultimately providing practical strategies to foster a growth mindset for enhanced language learning outcomes.</p>
Nourollah Zarrinabadi, University of Isfahan, Iran
This essential guide illuminates how your beliefs about learning shape your journey to mastering an additional language and provides insight into how to harness the transformative power of mindsets. Unlock your potential by embracing a growth mindset – a new way of thinking based in “YES, I CAN!” – that will enhance your resilence, motivation and fluency.
Tammy Gregersen, Tennessee State University, USA
<p>This book is highly recommended for all L2 researchers, teacher educators, language instructors, curriculum developers, and policymakers who are responsible for and interested in mindsets and motivation in language education. The practical strategies presented in the book have the potential to foster resilience and effective learning and teaching approaches, ultimately contributing to sustained motivation, successful L2 outcomes, and optimal well-being, both academically and personally.</p>
Takeshi Onodera, The University of Queensland, Australia, JALT Journal, 47.2, November 2025
<p>This book serves as an illuminating reference for educators and academics focussing on the psychological sphere of language learning and instruction. The book can, in its present form, be considered a complete book of mindsets in language education [...] The key takeaway is that a growth mindset is a gateway to less challenging language learning and teaching, sustained motivation, and actual transformation.</p>
Thao Thi Phuong Nguyen, The University of Queensland, Australia, Australian Review of Applied Linguistics, February 2026
This book is the first volume devoted to mindset theory and practice in language education, offering interdisciplinary investigations into the motivation, competencies, emotions and wellbeing of language learners and teachers. Presenting studies from a vast array of language learning environments, the chapters explore topics such as students' attitudes and motivation surrounding language learning, the effects of mindset on vocabulary acquisition, the mindsets of early career teachers and experienced language teachers, interventions on students' mindsets and interventions that strengthen language teachers' growth mindsets. The findings presented in this book will be of great interest to instructors and researchers alike and present essential developments for the field of applied linguistics and psychology of language learning and teaching. The book will be invaluable in improving the quality of the language learning experience for teachers and students in various academic environments.
This book is devoted to the interdisciplinary investigation of language learner and teacher motivation, competencies, emotions and wellbeing, based on the theories behind mindsets. It includes a range of theoretical and empirical studies and is an invaluable resource for improving the quality of the language learning experience.
Figures and Tables
Contributors
Kimberly A. Noels: Foreword
Chapter 1. Adrian Leis, Åsta Haukås, Nigel Mantou Lou and Sachiko Nakamura: A History and Definition of Mindsets
Part 1: Mindsets of Language Learners
Chapter 2. Mark Feng Teng and Atsushi Mizumoto: Developing and Validating a Growth Mindset Scale in Vocabulary Learning
Chapter 3. Sachiko Nakamura and Adrian Leis: Language Learning Emotions and Goal Orientations from the Perspective of Mindsets
Chapter 4. Matthew Apple, Glen Hill, Joseph Falout and Etsuko Shimo: 'It’s Impossible' – Comparing Mindsets and Motivations of STEM and Non-STEM Japanese University EFL Students
Chapter 5. Gholam Hassan Khajavy and Mahdieh Vaziri: The Role of Language Learners’ Perceptions of their Teachers’ Goals in Language Mindsets and Anxiety
Chapter 6. Pia Sundqvist: A Growth Language Learning Mindset in the Third Age: A Case Study of an Octogenarian
Part 2: Mindsets of Language Teachers
Chapter 7. Özkan Kırmızı: An Analysis of Pre-Service EFL Teachers’ Instructional Practices and Use of Classroom Materials as Manifested through their Mindsets: A Case Study of Four Pre-Service EFL Teachers
Chapter 8. Ayşe Kızıldağ: EFL Teacher Mindsets from the Pre-Service Teachers’ Eyes
Chapter 9. Fadhila Yonata: An EFL Teacher Educator’s Mindsets and Professional Identity Development during a PhD Program: An Autoethnographic Study
Chapter 10. Åsta Haukås and Sarah Mercer: Experienced Language Teachers’ Mindsets Regarding their Own Professional Development
Chapter 11. Yuan Yao and Weijun Wang: Investigating Chinese Secondary School English Teachers’ Decremental Mindset, Anxiety and Prevention-Focused Motivation: A Mixed Method Study
Part 3: Intervention Studies on Mindsets in Language Education
Chapter 12. Claudia V. Tapia Castillo: Developing a Growth Mindset Towards Language Learning to Facilitate Motivation
Chapter 13. Andy Van Drom and Nigel Mantou Lou: Learning How to Learn Leads to the Belief One Can Learn: The Motivational Dynamics of Metacognition and Language Mindset
Chapter 14. Martha A. Ramirez, Paula García and Isabel Tejada-Sánchez: Language Teacher Characteristics that Reflect Growth Mindset Pedagogy
Chapter 15. Adrian Leis, Åsta Haukås, Sachiko Nakamura and Nigel Mantou Lou: Future Directions of Mindsets in Language Education
Index
The first book to explore the theories and practice of mindsets in the field of language education
Produktdetaljer
Biografisk notat
Adrian Leis is Professor in the Center for Liberal Arts Education at Tohoku Gakuin University, Japan. His research interests include language pedagogy, language learning motivation and computer-assisted language learning/teaching. Adrian has authored several books, such as Innovations in Flipping the Language Classroom (2019), Insights into Flipped Classrooms (2023), and the Dictogloss in Action textbook series (forthcoming, 2025).
Åsta Haukås is Professor in the Department of Foreign Languages at the University of Bergen, Norway. She researches in the areas of multilingualism, metacognition, motivation, mindsets and teachers' professional development. Åsta has published numerous articles and book chapters on these topics in national and international publication channels. She is also the head of the research group Multilingualism on My Mind (MoMM), which has members from a wide variety of contexts.
Nigel Mantou Lou is Assistant Professor of Psychology at the University of Victoria, Canada. His research focuses on the intersection of psychology and language learning, particularly in the areas of motivation, identity, intercultural communication and intergroup relations. He received Early Career Awards from the American Education Research Association (Motivation SIG) and the International Association for the Psychology of Language Learning.
Sachiko Nakamura is Assistant Professor at Tamagawa University, Japan, and an executive committee member of the International Association of Psychology for Language Learning. Her research focuses on language learning emotions, emotion regulation and engagement, and her recent publications include Emotion Regulation and Strategy Instruction in Learning (Springer, 2023).