Abstract
Effective public speaking is a crucial skill in EFL education. However, many students struggle with anxiety and low confidence, often influenced by their mindset. This study aims to 1) explore the relationship between teacher support and mindset in public speaking, and 2) propose support guidelines to promote growth mindsets in public speaking among upper secondary English as a Foreign Language (EFL) students. Using a two-phase sequential explanatory design: Phase 1 collected quantitative data from 250 grade-12 students in five extra-large public schools in Bangkok through a questionnaire and qualitative insights from student interviews, and Phase 2 gathered qualitative data from five teachers and scholars, with three senior professional-level teachers evaluating the support guidelines. Quantitative data were analyzed using descriptive statistics and Pearson’s correlation, while qualitative data were analyzed through thematic analysis. Findings revealed a positive and significant correlation between emotional and appraisal support from teachers and a growth mindset in public speaking (r = 0.200, p = .001). Based on these findings, support guidelines were developed, comprising four key components: 1) building confidence through encouragement, 2) providing resources for skill development, 3) guiding students through constructive feedback, and 4) creating a collaborative learning environment. The proposed guidelines offer actionable strategies that can be integrated into teacher training programs and curriculum design to promote students’ growth mindset and confidence in public speaking.
Publisher
Faculty of Education, Chulalongkorn University
DOI
10.14456/jescu.2025.9
First Page
-
Last Page
-
Recommended Citation
Inyai, Chawisa and Chusanachoti, Ruedeerath
(2025)
"Support Guidelines to Promote Growth Mindsets in Public Speaking for Upper Secondary English as a Foreign Language (EFL) Students,"
Journal of Education Studies: Vol. 53:
Iss.
1, Article 12.
DOI: 10.14456/jescu.2025.9
Available at:
https://digital.car.chula.ac.th/educujournal/vol53/iss1/12
