INFERRING THE RELATIONSHIP BETWEEN GRATITUDE AND MINDSET IN EFL CONTEXT

Abstract

Gratitude and mindset have recently gained attention in English as a foreign language (EFL) context due to their considerable benefits. This study examines the relationship between gratitude and mindset in language learning among undergraduate EFL students Two online questionnaires were used to evaluate students’ levels of gratitude, growth or fixed mindset, differences in gratitude and mindset based on gender and year level, and relationships among gratitude, growth, and fixed mindsets Using convenience sampling, 106 students completed the questionnaires Descriptive statistics indicated that students demonstrated high levels of gratitude but maintained a fixed mindset Sophomore students emerged as the most grateful, despite also having a fixed mindset Female students exhibited higher levels of gratitude compared to male students, who were more inclined to possess a fixed mindset Correlational statistics showed a significant association between gratitude and a growth mindset Analysis of open-ended question responses about other instances of gratitude experienced in class emphasised the roles of bilingual instruction and peer activities as contributing factors The study concluded with a discussion of pedagogical implications, highlighting the importance of fostering thankfulness in the language classroom and raising awareness of the advantages of adopting a growth language mindset.