To praise or not to praise? Examining the effects of ability vs. effort praise on speaking anxiety and willingness to communicate in EFL classrooms
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This study examined the effects of praise for intelligence and praise for effort on Iranian EFL learners’ language mindsets, perceived communication competence, speaking anxiety, and willingness to communicate (WTC). The students in three English classes (N = 63, all junior high school students) in a private language institute filled in self-report scales on language mindsets, perceived communication competence, speaking anxiety, and WTC, and then were assigned to praise for effort, praise for intelligence, and control conditions for 14 classroom communication sessions. They answered the same scales in the last session of the experiment. The results of quantitative analysis indicated that praise for effort enhanced learners’ growth mindsets, communicative competence, and WTC, and decreased their speaking anxiety. In contrast, praise for intelligence and no praise decreased students’ growth mindsets. Praise for intelligence further decreased students’ WTC and increased their speaking anxiety. Follow-up qualitative data gathered by interviews with 12 students further suggested that praise for effort facilitated learners’ WTC by increasing their growth mindsets and lowering their speaking anxiety. Finally, we discussed practical implications for how language teachers enhance students’ success in classroom communication.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it