The Interconnectedness of Mindset and Learning Strategies: How Teaching the Lexical Approach could Support Deep Learning

Abstract

Mindset can have a profound effect on language learners’ willingness to engage in learning as well as their choice of learning strategy. Growth mindset learners, who embrace challenge, could prefer deep learning strategies, which require deep cognitive engagement. Conversely, fixed mindset learners, who believe that their abilities are unchangeable, would prefer shallow learning strategies, which need less cognitive effort. To exploit an existing growth mindset and to foster the move away from a fixed mindset, this study proposes introducing the Lexical Approach as a deep learning strategy. Consequently, the research explored the relationship between mindset and learning strategy by way of an online questionnaire administered to Bachelor degree students at the UAS Burgenland, Austria. Additionally, mindset and learning strategy’s connection with age, mode of study and English achievement were examined. Results obtained from 211 participants revealed no significant relationship between mindset and learning strategy overall or with age and mode of study. However, clear trends showed that most students endorsed a growth mindset and had a strong preference for deep learning strategies. English achievement alone, despite no significant relationship with mindset and learning strategy, showed that better grades were associated with a more fixed mindset and a preference for shallower learning strategies. Based on these results the Lexical Approach as a deep learning strategy can still be useful, since a general preference for this type of approach was visible and the prevalent growth mindset would present a good basis for such a challenge.