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dents for two years since they went to middle school. According to the findings, fixed mindset students act more cleverly, while growth mindset students exert more effort over time. Students with growth mindsets can confront challenges head-on and outperform students with fixed mindsets in math as their learning content becomes more challenging. 

Chapter Three Research Design ............................... 24

3.1 Research Questions .............................. 24

3.2 Participants ........................................ 24

Chapter Four Results and Discussion .......................... 29

4.1 The Current Situations of College Students’ Language Mindsets, Language Grit and Language Adaptability in English Learning ......... 29

4.1.1 The Current Situation of College Students’ Language Mindsets in English Learning ..................... 29

4.1.2 The Current Situation of College Students’ Language Grit in English Learning .................. 31

Chapter Five Conclusions .............................. 54

5.1 Major Findings .......................... 54

5.2 Implications for Improving College Students’ Growth Language Mindsets, Language Grit and Language Adaptability ......... 55

Chapter Four Results and Discussion

4.1 The Current Situations of College Students’ Language Mindsets, Language Grit and Language Adaptability in English Learning

The statistical properties, including the variables' minimum, maximum, mean value, and standard deviation, were summarized using descriptive analysis. In order to portray their overall position, statistics on English learners' language mindsets, language adaptability, and language grit were described. All of the descriptions in 4.1 addressed the study's first research question. 

4.1.1 The Current Situation of College Students’ Language Mindsets in English Learning

In order to fully present the overall situation of growth language mindsets and fixed language mindsets among non-English major students in China, the language mindset scale was applied. The language mindsets scale measured both growth language mindsets and fixed language mindsets, including three dimensions: general language intelligence beliefs, second language aptitude beliefs and age sensitivity beliefs about language learning. Since the questionnaire is a six-point Likert Scale, the medium of each item is 3.5. However, the overall situation of growth language mindset and fixed language mindset among students is different from the medium level. Specific descriptive results are shown below: 

Chapter Five Conclusions

5.1 Major Findings

(1) Among non-English major college students, language mindsets, language grit, and language adaptability in the English-specific learning field are higher than the middle level. This finding is different from the earlier research results, proving that college English teaching has progressed. In the face of English learning, students are more able to hold a growth language mindset and regard difficulties and challenges as opportun本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。