Valuing students’ mindsets in essay compositions: Active learning and feedback approaches

Abstract

This study addresses the research gap regarding the intricate development of mindsets in response to diverse pedagogical strategies, with a particular focus on how active learning and written feedback influence Thai EFL students' mindsets in their English essay composition skills. During a 12-week course, 91 undergraduate students engaged in writing various types of academic essays, receiving iterative feedback and participating in collaborative writing tasks aimed at enhancing both technical proficiency and metacognitive awareness. Employing narrative inquiry, the study analyzed students' reflective essays to identify the key factors shaping their mindsets. The findings indicate that challenges related to grammar and sentence structure, vocabulary limitations, and the need for continuous effort significantly shape students' mindsets of their writing abilities. Furthermore, factors such as a focus on improving vocabulary and grammar, consistent writing practices, exposure to English materials, and the pursuit of guidance and feedback emerged as crucial influences on their efforts to enhance their English essay composition skills. The combination of active learning strategies and regular, structured feedback facilitated the development of a growth-oriented mindset among students, fostering resilience and persistence in their writing improvement.