GROWTH MINDSET TEACHING MODEL IN PRIMARY YEARS PROGRAMME (PYP) CONTEXT FOR SUPPORTING SELF-DEVELOPMENT IN LEARNING LANGUAGE

Abstract

Teaching growth mindset is considered as a significant motivational factor that positively affects language learners. Students who possess a growth mindset will be more minded to have mastery- oriented objectives which inspire them to persevere through adversity. As a result, language teachers who foster a growth attitude in the classroom can support students' language progress as well as academic success. The creation of a growth mindset teaching methodology to promote self-development in Thai language acquisition. The study attempts to address the research objectives as follows: 1) identify the characteristics of a growth mindset; and 2) develop a growth mindset teaching model for the PYP setting to encourage self-development in learning Thai. The initial stage of the investigation included content analysis by the researcher. The findings demonstrated the five main circumstances in which learners' mindsets significantly influence their ability to build a growth mindset. These findings were also used to design the pre-test, post-test, and satisfaction questionnaires for the research. The findings showed that students applied the five key areas where mindset makes a big difference were ranked highest to lowest mean scores such as making an effort, looking to others' success as putting in effort, having success of others as a role model, facing the challenge, overcoming an obstacle, and receiving criticism in improving and learning Thai language. According to the majority of students who responded to questionnaires, they now have more self-confidence to tackle problems like studying Thai and others. The results showed that using a growth mindset teaching approach for teaching Thai language can successfully leverage self-development for Thai language learners.