Abstract:

English as a foreign language (EFL) is a mandatory component in most undergraduate programmes at tertiary education in Chile, in science, humanities, arts, and engineering alike. Despite compulsory English classes in primary and secondary education, entry test results show that most students have a level of English that ranges between A2 and B1, based on knowledge of the language (vocabulary and grammar) along with listening and reading skills. Writing and speaking skills are not usually assessed in computer-based tests, such as the Cambridge Placement Test. Based on these results, students must comply with a set of courses aligned to the Common European Framework of References for Languages; in other words, they set off from A2, B1 or B2. Regardless of their entry level, most students face a common but major challenge: developing fluency in spoken English.

Previous research by the author has looked into students’ perception of themselves as L2 speakers and what variables promote or hinder their oral performance. Regarding the former, data points at low self-esteem, absence of intrinsic motivation, fear of being laughed at, or looked down upon by their peers. Regarding the latter, they tend not to participate in class discussions or in teacher-led questions for fear of making mistakes, for fear of mispronouncing words, for their need to mentally construct grammatically correct sentences, for perceiving their teachers as overtly ready to correct them on the spot. In other words, results indicate that students’ Willingness to Communicate (WTC) is being affected by an array of emotional barriers and a deep-rooted belief that they need morphosyntax knowledge and native-like pronunciation in order to produce any coherent or accurate stretch of language in the L2.

How to break free from fixed mindsets? This paper will first briefly revisit results of previous action-research projects: the implementation of three cooperative strategies from Kagan’s model for learning coupled with metacognitive strategies; secondly, this paper will examine the impact of a more cognitive-based approach to deconstruct misconceptions on second language learning anxiety, its links to motivation and the role of positive psychology as a catalyst of success.

In summary, a further line of action will be presented to complement methodological approaches known to promote Willingness To Communicate; this new line is linked to a more cognitive approach to language learning awareness and the role of positive psychology to promote growth mindsets in pre-service teachers – English Language Teaching.

Keywords:

Growth mindset, Willingness to communicate, Kagan's strategies, anxiety, positive psychology.