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TRANSCRIPT
Can mindsets be changed?
Graduation Thesis
Presented to
the Faculty of the Department of
English Language and Literature
Notre Dame Seishin University
In Partial Fulfillment
of the Requirement for the Degree
Bachelor of Arts
by
Wako Osugi
2016
1
Contents Abstract I
Chapter One: English learning and mindsets 1
1.1 Background of English learners in Japan 1
1.2 Mindsets when learning English 2
1.2.1 Introduction – beliefs 3
1.2.1.1 Belief systems 4
1.2.1.2 Prejudice 4
1.2.1.3 Pessimism and optimism 5
1.2.1.4. Motivation 6
1.2.1.5 Summary 8
1.3 Ways to change your mindset 8
1.3.1 Introduction 8
1.3.2 A 'can do' attitude 8
1.3.3 Dummy effect 8
1.3.4 Faking-it 9
1.4 Research Questions 10
1.5 Conclusion 10
Chapter 2: Questionnaire and the Experiment 11
2.1 Introduction 11
2.2 Questionnaire 11
2.2.1 Experiment 12
2.2.2 Method of the First questionnaire 12
1) Subjects 12
2) Test design 12
3) Procedure 13
2
2.2.3 Method of the second questionnaire and experiment 13
1) Subjects 13
2) Test design 14
3) Procedure 15
2.3 Results 15
2.3.1 Questions and answers from Questionnaire 1 15
2.3.2 Questions and answers from Questionnaire 2-A, 2-B & the
experiment 23
2.4 Summary 32
Chapter 3 Mindsets’ power on people’s learning 33
3.1 Introduction 33
3.2 Summary of the results 33
3.3 Discussion of the results 33
3.3.1 About Tables 1 and 2 33
3.3.2 About Tables 3 and 4 34
3.3.3 About Tables 5 and 6 34
3.3.4 About Tables 7 and 8 35
3.3.5 About Table 9 35
3.3.6 About Tables 10, 11, 12 and 13 35
3.3.7 About Tables 14, 15 and 16 36
3.3.8 About Tables 17, 18, 19 and 20 36
3.3.9 About Table 21, 22, 23 and 24 37
3.4 Research questions 38
3.5 Implications 39
3.6 Limitations of the Experiments 40
3.7. Further Research 40
3
3.8. Conclusion 41
References 42
Appendices 44
4
Abstract
This thesis is about the methods using mindsets to improve English
speaking skills. It is known that Japanese English learners tend to feel reluctant
or shy when speaking English. The methods used in this thesis were
considered as ways to make a breakthrough to help break down negative
mindsets and build positive ones.
A mindset is a kind of psychological state for one's way of thinking that is
constructed by experience, education or prejudice. Tacit understanding,
paradigm, belief and values are included in mindsets. This thesis discussed
whether we can change our mindset intentionally and use it effectively to learn
English (especially speaking) or not.
There many kinds of mindsets, and there are some ways to change them
intentionally. Faking-it is one of them. It is pretending to be like you want to be
or acting like you want to act despite a lack of confidence to do so. In this
thesis, some subjects did faking-it, and they spent their time thinking that they
are good at speaking English, and will become a very good speaker for a
month.
As a result, the growth rate of the two groups were not very large, but
almost all subjects from Group F (doing faking-it) and they felt faking-it was a
good way to improve their English speaking skills, and they wanted to continue
this method.
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Chapter 1 English learning and mindsets
1.1 Background of English learners in Japan
These days, many Japanese people learn English and the four fields of
English skills (writing, reading, speaking, and listening) are practiced. It is said
that having a good balance of them is important to improve people's English
ability. But to learn a language learners need to also understand what they are
good at, and not good at.
There is some interesting data about learners' self-evaluation from
English teaching materials companies. Everyday Publishing (2010) conducted a
questionnaire to about 12,000 Japanese people, and found that two in three
people feel that they are not good at English conversation the most. Further
people who feel they are not good at speaking accounted about one third of all
the subjects. Thus we can say many Japanese are not confident about
speaking English. In addition, Sagooo (2012 cited in Tryon) gave a
questionnaire to 100 English learners titled “what is difficult when you study
English?” and found that 79 subjects answered speaking, listening and
pronunciation.
These data suggest that many Japanese people feel they are not
confident with their speaking and listening skills, and they also feel that tackling
them to improve them is difficult.
DMM Eikaiwa (2014 cited in Mynavi News, 2015) gave a questionnaire to
885 business persons about the necessity of learning English. The number of
subjects who answered "I feel studying English is very necessary" was 24.0%,
and "I feel a little" was 37.1%. 61.1% of the subjects feel they need to study
English. While, in a question about their English learning at that time, 72.3%
answered "I don't do anything", and 27.7% answered “I’m studying English
now”. On the other hand, 324 subjects who selected “I feel studying English is
very necessary” and “I don't do anything” were asked “why could you do nothing
nevertheless you need study English?” The answers were “it costs a lot” at
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64.5%, “it is troublesome to walk to school” at 41.7%, “I don't have time” at
35.2%.
Summarizing the above, many Japanese tend to be negative about
studying and speaking English, because of their prejudice so they carry stress
about it. We could say they have a negative mindset like ‘I can’t learn/try (to)
English because of external factors.’
1.2. Mindsets when learning English
Mindset is a default simple idea or concept, a way of thinking that we
have normally. For example, if someone who is poor at any sports were asked
to join a basketball team instead of an injured player, he must think like ‘I can’t
do this, because I’m not good at any sports, and I can’t help because I’m no
good at sports.’ It is one of example of a mindset, and especially, it was one of
negative mindset. People’s orientation to their abilities was discovered by world-
renowned Stanford University psychologist Carol Dweck in decades of research
on achievement and success. Dweck (2011) discovered two types of mindset.
They greatly affect not only people’s motivation, but the results. They are a fixed
mindset and a growth mindset.
In a fixed mindset, people believe their basic qualities, like their
intelligence or talent, are simply fixed traits. They spend their time documenting
their intelligence or talent instead of developing them. They also believe that
talent alone creates success without effort.
In a growth mindset, people believe that their most basic abilities can be
developed through dedication and hard work—brains and talent are just the
starting point. This view creates a love of learning and a resilience that is
essential for great accomplishment. A growth mindset creates motivation and
productivity in the worlds of business, education, and sports. It enhances their
motivation to effort for achieving their goals.
For example, there are two students, Tom and Mike. Tom has a fixed
mindset, and Mike has a growth mindset. One day, their teacher said to them
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they will get the score A if they became to able to run 50m under 8 seconds by
the end of the year. They have a friend John, he is a very fast runner, and he
got A as he’s the quickest in the class. Then...
Thinking
Tom (fixed mindset) John got A because he has talent for running, but I don’t
have talent for it. I’m wasting my time to practice to run
faster. I give up.
Mike (growth
mindset)
John got A because he worked hard, so I will be able to
run faster like John if I try hard. I’ll start to practice.
Thus we can see two different mindsets that show they a person feels
their abilities are within their control or are out of their control. There are
opinions which say that many Japanese fall into a rigid mindset, and have
overly-pessimistic feelings of themselves and their own future. Many Japanese
might have troubles because of their negative mindsets even when they learn
English, as we saw above.
1.2.1 Introduction - beliefs
1.2.1 Belief systems
The word belief is often used in a bad sense, for example, it can mean
stubborn, in contrast, it also can become the driving force for goals. When some
sport players make their professional debut, or someone wins an election after
repeatedly trying as a candidate while being told that it is impossible by people
around them, sometimes this belief is called success.
McGonigal (2013) in her speech showed us ”how to make stress your
friend.” In this speech, she explains a study about people's beliefs to stress.
This study tracked 30,000 adults in the United States for eight years. The
subjects were asked "How much stress have you experienced in the last year?"
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"Do you believe that stress is harmful for your health?” Then, the researchers
found out who died using public death records. People who experienced a lot of
stress in the previous year had a 43 percent increased risk of dying. But it was
only for the people who believed that stress isn't good for their health. People
who experienced a lot of stress but did not look stressed were no more likely to
die, and they had the lowest risk of dying of anyone in the study. When
someone changes his mind about stress, it can change the body's response to
stress.
In a typical stress response, the human's heart rate goes up, and blood
vessels constrict. Normally, these physical changes are understood as anxiety
or signs that people aren't coping well with the pressure. In the study,
participants learned to view the stress response as helpful for their
performance. Then, when they faced stress, their blood vessels stayed relaxed,
they were less stressed out, less anxious, more confident.
1.2.2 Prejudice
Prejudice is prejudgment, or forming an opinion before becoming aware
of the relevant facts of a case. The word is often used to refer to preconceived,
usually unfavorable, judgments toward people or a person because of gender,
political opinion, social class, age, disability, religion, sexuality, race/ethnicity,
language, nationality, or other personal characteristics. In this case, it refers to a
positive or negative evaluation of another person based on their perceived
group membership. Prejudice can also refer to unfounded beliefs and may
include "any unreasonable attitude that is unusually resistant to rational
influence." Allport (Wikipedia) defined prejudice as a "feeling, favorable or
unfavorable, toward a person or thing, prior to, or not based on, actual
experience".
The above definition is merely negative prejudice. It may also be
considered that people think about the others well even without sufficient
evidence (positive bias). There is one argument that says "The prejudice should
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be defined as the feeling to determine whether hate or love things without any
well-founded." However, the majority of prejudice tends to be negative
prejudice.
“Benevolent prejudice is a superficially positive type of prejudice that is
expressed in terms of apparently positive beliefs and emotional responses.
Though this type of prejudice associates supposedly good things with certain
groups, it still has the result of keeping the group members in inferior positions
in society.” (Wikipedia: Prejudice, 2015) Benevolent prejudice is able to help
justify any hostile prejudices a person has toward a particular group. It is
defined by UK LGB rights charity Stonewall as "expressions of positive views
about minority groups that are not intended to demonstrate less positive
attitudes towards them, but which may still produce negative consequences."
For example, unfortunately, some people think that handicapped people are
pathetic. It may be not a happy thing for handicapped people, but it also make
some people be kind to handicapped people as a result.
In this way, things that tend to be thought as human's bad habit at a
glance sometimes provide good effect on someone's life or view of things.
1.2.3 Pessimism and optimism
Sometimes people think or act pessimistically, and sometimes
optimistically. People who think pessimistically tend to think that “I cannot do it
anyway” “Still no good” “It's not interesting”. Their negative ideas make them
lethargic, and they become to do nothing, then their brain may degenerate
because of a lack of stimulus. On the other hand, when people are optimistic,
they think “I can do it” “There is always tomorrow” “Try again”. It doesn't stop
people's thinking, conversely, it encourages brain's activity. They give different
effects on human's brain.
Fredrickson (2004 cited Howell: Mindsets) at the University of North
Carolina conducted an experiment to research how optimistic thinking
influences the human brain. He separated the subjects into 5 groups, and 2
5
groups watched the movies that is like giving them positive feeling, Group 1
watched a movie that doesn't give them neither positive nor negative feeling,
and the others watched negative ones. After this, the subjects were asked to
write what they want to do when they face to the situation that gives them same
feeling as the movies they watched. subjects were given a sheet printed 20 “I
would like to...”. As a result, subjects who watched negative movies couldn't
write more answers than both of subjects who watched positive and neutral
movies. But, subjects who watched a positive movie could write the most
answers even comparing with the neutral group. This shows positive feelings
encourages someone's motivation to act, and negative feelings demotivate and
probably will affect the efficacy of various people's lives.
1.2.5. Motivation
People do something when they are moved by their motivation. There
are many kinds. They can be separated into these two types firstly, the intrinsic
motivation and the extrinsic motivation.
Intrinsic motivation is the motivation provided by internal curiosity and
interest, and it is a behavior that is not dependent on reward and punishment.
This is especially a common motivation for a child in early childhood due to the
extremely high intellectual curiosity. For example, when a child is addicted to TV
game, the child plays it by his/her inner motivation thinks that “This game is fun”
rather than for reward or to avoid punishment. In addition, when someone sets
the agenda themselves and try to achieve it not only through intellectual
curiosity, and spontaneous thinking that has oneself in center, autonomy that to
solve the problem, and also a sense of capability of resolution to the problem
motivate a human. Generally, acts based on the intrinsic motivation can have a
great effect on people’s purpose. For example, learning based on intrinsic
motivation helps create very efficient learning, moreover, it can expedite
learning continuously. In order to develop this motivation, it is believed that
trying to solve some problem thinking about the situation is challenging or
selective develop intrinsic motivation. Sensibility motivation, curiosity motivation,
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operation motivation, and cognitive motivation are included in the intrinsic
motivation.
Extrinsic motivation is a motivation boosted by obligation, reward or
punishment. “The action” is desired by people in actions based on intrinsic
motivation. On the other hand, action based on extrinsic motivation is done for
achieving some purpose. For example, studying to get high score on tests, or
working hard is action based on extrinsic motivation. Forced extrinsic motivation
is the lowest spontaneous form of extrinsic motivation. Extrinsic motivation and
intrinsic motivation can exist in the same person at the same time, and
especially extrinsic motivation with high autonomy can be thought to be almost
the same as intrinsic motivation.
As well as these two types, there is achievement motivation as a kind of
motivation. Achievement motivation is a motivation that appears when people
try to achieve their goal at high level while being evaluated by others. Adair
(2006, cited in Wikipedia: Achievement Motivation,) says that to understand
what gives people motivation is essential to engage their interest and make
them concentrate to use their power for the tasks. Intention which leads people
to their action is governed by motivation. This motivation is a psychological
need or desire within people, and it does not matter whether it is conscious or
semi-conscious or unconscious. He also says that the main motivation can be
covered by other motivation. Murray considered achievement motivation from
the point of view of achieving requests. And he argues humans have a desire to
try to achieve high targets single-handedly, and supposes that this desire
defines people’s action, then he concluded achievement motivation is
composed of two desires of fear of failure and need to succeed.
Atkinson (1974 cited in Wikipedia Achievement Motivation) considered
that fluid expectations and values from people around you are important not
only for the two elements required of achievement are fear for failure and desire
for success. He argued that the value of success and failure and expectations
of success and failure influence people’s motivation strongly. The way to
consider a factor for one’s failure also influences people strongly in their actions
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leading to achievement. In general, it is believed that these four elements
contribute to this, they are ability, effort, the difficulty of the problem, and the
chance to affect the result of the action. People who have high achievement
motivation tend to consider their result was caused by ability and effort as an
internal factor, in contrast, people who have low achievement motivation tend to
consider their result was caused by the difficulty of the problem and the chance
as an external factor.
1.2.5 Summary Looking at the above, we can see how the ways of thinking or mindset
strongly influence people’s motivation and every action’s results. Next, we will
see some ways to change one’s mindset intentionally.
1.3 Ways to change your mindset
1.3.1 Introduction
There are many ways one can change one’s mindset to improve some
ability or situation. These include motivating someone from changing the way
people think of their ability resulting for someone’s identity and helping
achieving the goal. Other ways include tricking the mind into a new mindset
such as with placebo effects or ‘faking it’.
1.3.2 A 'can do' attitude
People’s “Yes, I can do it!” attitude helps them take definite charge of
their future. Their attitude controls every aspect of their life. It is their attitude at
the beginning of any task that, more than anything else, affects the outcome.
They need to cultivate a strong belief in their ability to cope with whatever life
may bring. They’ll become successful if they choose "Yes, I can do it!" as their
life motto. They’ll always be positive and ready to take on anything.
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1.3.3 Dummy effect
This effect is also called “Placebo effect”, it happens when some
improvement is seen by believing that something such medicine will have an
effect even if people are prescribed a placebo. This improvement not only
appears in the subjective symptoms, but also as an objective improvement that
is measurable. Sometimes its purpose is to get mental stability rather than to
make an improvement in the original disease and the symptoms due to the fact
that you are taking medicine.
This effect does not only appear in medical situations. Researchers in
the University of Glasgow (2015) has done an experiment using placebos. They
told 15 endurance-trained club-level runners that they were being given a new
performance enhancing drug called OxyRBX. It was said to improve oxygen
delivery to the muscles in a similar way to a hormone called recombinant
human erythropoietin (r-HuEPO). Before the experiment, the runners' personal
best times of 10km was 39.3 minutes on average. They self-injected the saline
placebo, thinking that it is OxyRBX over seven days and their 3km running
performances in head-to-head competitions were assessed. The runners
improved their race time by an average of 1.2%.
Participants reported reductions in physical effort, increased potential
motivation and improved recovery after running following the saline injections.
1.3.4 Faking-it
The catchphrase “Fake it till you make it” means to pretend to be
confident so as to be successful when people face a difficult or negative
situation. The belief is that it will transform real confidence. Various universities
have experimented with it, for example, the research at Wake Forest University.
In this research, scientists asked 50 students to behave optimistically during a
15 minutes group discussion, even if they did not feel so. The more students
became confident and energetic, they become powerful and positive. (2011,
Prevention Magazine). Power-Posing was also found to be successful as a
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faking-it method for pretending to be confident and being relaxed and powerful
(Cuddy, 2103). The task asked participants to power-pose for two minutes
before job interviews, presentations. People's testosterone level was boosted
by it, and it makes them more confident.
1.4 Research Questions
The following are the research questions for this thesis:-
1. Do English learners in Japan truly feel they are not good at speaking English
than other English skills? And what is the reason?
2. Does ‘faking-it’ lead to changes in some results of people's activity?
3. Does ‘faking-it’ influence English learners' mind of their self-evaluation for
speaking English?
4. Is ‘faking-it’ effective as a method to tackle speaking training?
1.5 Conclusion
Chapter One discussed two topics. They were the background of English
learning of Japanese concerning ability and feelings. We also looked at some
ways to control human's mind to do something well by intentional
misunderstanding by themselves or other person for the situations. Many
Japanese feel that their speaking skills are not good and they feel some
difficulty on their way to train their English speaking skill. Chapter Two will
introduce a questionnaire and experiment about Japanese's feeling and self-
efficacy for speaking English and the effect of faking-it on their feelings.
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Chapter 2: Questionnaire and the Experiment
2.1 Introduction
English learners in Japan often feel that speaking English is difficult and
sometimes they avoid studying English because of various prejudices,
mindsets, or beliefs. There are some methods which can affect people's minds
or feelings to make their attitude better which were explained in Chapter One. In
Chapter Two, a questionnaire and an experiment about them will be introduced
and explained.
2.2 Questionnaire
The first questionnaire asked subjects about
1) their feelings about their English skills - writing, reading,
speaking, and listening to see whether they have difficulty to speaking
English than the other three skills, and why they think so,
2) experiences that they have used mind changing method to go
along with difficult situations on daily life and English learning.
The second questionnaire (self-efficacy questionnaire1) asked about the
subjects' self-efficacy for their English speaking skill level. Subjects were asked
their confidence level for factors regarding 4 skills, pronunciation, intonation,
fluency, and vocabulary, they are thought important to speak like native
speakers. This questionnaire was answered by subjects who speak English
frequently in their daily life, and they were selected from subjects from the first
questionnaire. These subjects took the experiment, then answered a third
questionnaire. Third questionnaire (self-efficacy questionnaire 2) asked once
more about their self-efficacy.
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2.2.1 Experiment
This experiment was to separate subjects into two groups, Group A
(fake-it) and Group B (No-faking). It can show the difference between these two
groups as looking through their answers of the self-efficacy Questionnaire 1 and
2.
Group A were given tasks to do the ‘faking-it’ method. They were asked
to try to fake being confident speakers of English for a month after hearing
explain of faking-it, and check how much they speak English and try faking-it
during a month. After their challenge, they answered the self-efficacy
Questionnaire 2 to know the change on their self-efficacy level for English
speaking ability from a month ago, and their feelings after finishing the
challenge.
2.2.2 Method of the First questionnaire
1) Subjects
The subjects for first questionnaire who were asked Questions 1~3, were
50 university students in Okayama. They study English at school. Five subjects
were from Okayama university, and 45 were from Notre Dame Seishin
University. Questions 4~14 were answered by 36 students.
They answered about their feelings about their English skills and
experiences that they have used mind changing methods to go along with
difficult situations on daily life and English learning.
2) Test design
They were given 14 questions which asked about the subjects’ feelings
about their four skills of learning English, and their experiences of their
mindsets in daily life and in the situation that they practice or study English. The
aims of these questions are to verify that many people have negative attitude to
train their English speaking skill, and to find out if there are some effects on
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their mindsets in their life or English learning situation. The subjects answered
this questionnaire on the internet using Google Forms.
3) Procedure
First, 50 subjects answered a questionnaire on the internet or paper
sheet and were asked about their feelings for four English skill (speaking,
listening, writing, reading), and their feelings for mindset that they experienced.
Almost questions were answered ‘Yes’ or ‘No’, and some questions required
written answers to analyze their opinions, and to see subjects’ genuine feelings
and thoughts and the results were analyzed.
Questionnaire 2 had 14 subjects who were selected from the first
questionnaire’s subjects. People who were selected as the Questionnaire 2 and
experiment’s subjects are who answered they use English frequently in their
lives.
2.2.3 Method of the second questionnaire and experiment
1. Subjects
The subjects for Questionnaire 2-A, 2-B, and the experiment were 14
university students. They were selected from the first questionnaire’s subjects,
and they are people who use English frequently in their life, because this
experiment need the subjects to speak English as much as possible. Four
subjects were from Okayama university, and 10 were from Notre Dame Seishin
university. Seven were for doing faking-it group (Group F), and other 7 were
doing nothing group (Group N). Group F had three 4th year-students of Notre
Dame Seishin University, and four 4th year-students of Okayama University.
Group N subjects were all 3rd year-students of Notre Dame Seishin University.
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Group 3rd-year students 4th-year students
F (do faking-it) 0 7 (3 from Notre Dame Seishin
university, 4 from Okayama
university)
N (do nothing) 7 (7 from Notre
Dame Seishin
university)
0
2) Test design
There are Questionnaires 2-A, 2-B for Group F, 2-B for Group N, and the
experiment to know whether the faking-it method is effective as a method for
improving people’s English speaking skills, or whether it can change people’s
self-efficacy level for speaking skills.
First, both groups of subjects answered the Questionnaire 2-A that asks
about their self-efficacy for four elements for speaking English of fluency,
vocabulary, intonation and pronunciation. These four elements were chosen
because they were thought to be important factors to aid speaking like native
English speakers and includes an element of growth mindset’s.
After answering, only Group F listened about the faking-it method, and
they were asked to use it to improve their speaking English skills for a month.
They spent a month believing ‘I can speak English well’, and ‘I will be able to
speak English.’ They were also asked to check how much they spoke English
and tried faking-it per day.
On the other hand, Group N’s subjects didn’t hear about the faking-it
method at all after answering, and they were also given check sheet to know
how much they spoke English per day.
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One month later after the experiment finished, both groups were given
Questionnaire 2-B so we could find out how much their self-efficacy had
changed during the month. Group F answered Questionnaire 2-B for F, and
Group N answered Questionnaire 2-B for N. There are some different
questions between former one and latter one.
3) Procedure
All subjects answered the questionnaires on the internet, or paper sheet.
They were asked about their self-efficacy level for English speaking skills, first.
Only Group F’s subjects (faking-it group) who were given explanation of faking-
it method tried this method to improve their skills for a month with checking the
amount of speaking English and trying faking-it method per day. Though Group
N’s subjects were not given any explanation about the faking-it method, they
were given a check sheet to see how much time they spent speaking English
to see if there will be no problem if there is a large difference of time that they
speak English when both Group’s results are compared to each other. After
gathering all the results, they were analyzed to assess whether the faking-it
method is effective for developing English speaking skills or not.
2.3 Results
First, we will look at the data for Questionnaire 1, and then the data for
Questionnaire 2 and the experiment.
2.3.1 Questions and answers from Questionnaire 1
This section presents the data from Questionnaire 1. Tables 1~6 are the
data about the subjects’ feelings for speaking English and training for it.
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Table 1: Rough feeling to speaking English
Yes So so No
Do you like speaking English? 72% 28% 0%
No one answered ‘I don’t like speaking English.’ 72% said ‘Yes’ and 28%
said ‘So so’,
Table 2: Shame when they speak English
Yes So so No
Do you feel a sense of shame when you speak
English rather than Japanese?
60% 16% 24%
Including ‘So so’, almost 85% of the subjects feel a sense of shame
when speak English in spite of they like speaking English.
Table 2a: The reasons for Table 2’s question
Why? Yes, I feel sense of shame when I speak English.:・ I feel ashamed when my feeling and words weren’t received
correctly, but in Japanese, I don’t feel so.
・ I have shame because I’m afraid of making mistakes and
sometimes I can’t come up any words.
・When I speak English in front of many people, I feel ashamed
because I don’t have confidence for my speaking skills especially
pronunciation.
・Because I can’t say well what I want to say.
so, so.:・ I don’t feel shame when I talk to my friends, but I feel shame to
teachers, because I become anxious of my poor speaking skills.
・ I feel shame when I talk to native speakers, but I also feel sense
of superiority speaking English, though I’m in a calm frame of mind
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when I speak Japanese, because I’m Japanese.
Many subjects said they are afraid of making mistakes and they don’t
feel comfortable when they speak English because they are not confident of
their speaking skills.
Table 3: Which skill do you want the most?
Speaking Listening Writing Reading
Which skill do you want the
most?
94.4% 2.7% 0.0% 2.7%
Almost all the subjects want the speaking skill for English the most.
Table 4: Did you hit upon some ways to improve your speaking skill?
Yes No
Did you hit upon some ways to improve your speaking
skill?
80.5% 19.4%
Did you hit upon some ways to improve your listening
skill?
91.6% 8.3%
Did you hit upon some ways to improve your writing
skill?
61.1% 38.8%
Did you hit upon some ways to improve your reading
skill?
58.3% 41.6%
The number of subjects who answered they can hit upon some ways to
improve conversation skills are more than the subjects who answered they can
hit upon some ways to improve writing and reading skills.
Table 5: Is ○○○○○○○○ English difficult?
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Yes, so
much
Yes No Perfectly
No
Do you think speaking English
is difficult?
36.1% 47.2% 13.8% 2.7%
Do you think listening English
is difficult?
13.8% 47.2% 36.1% 2.7%
Do you think writing English is
difficult?
25% 30.5% 41.6% 2.7%
Do you think reading English is
difficult?
11.1% 27.7% 55.5 5.6%
Speaking English was thought to be the most difficult element of these
four skills by the subjects, the second was writing, and the third was listening
near the second.
Table 6: Table 5’s reasons for their answers
Do you think ○○ English is difficult?
Why?
(speaking)Yes, so much:・I’m not good at output.
・It is difficult to speak English with translating from Japanese
at the same time.
・It is difficult to improve speaking skills only with practice by
myself.
・I can’t say what I want to say correctly.
Yes:・Speaking is different from writing and reading, it can’t be
done perfectly by understanding grammar.
18
・I don’t have time to speak English.
・I care pronunciation and intonation overly.
・I can’t speak English happily, because I become anxious
about if I can speak well or not.
・I don’t want to make mistakes in front of native speakers,
and I’m not confident of my speaking skills.
・Japanese don’t want to talk about something in broken
English because they are perfectionism.
No:・People understand my words by atmosphere.
・I make situations that I speak English with friends and
teachers, and I have many situations to talk to native speakers.
・I can speak if I don’t care little things, but if it is needed to
speak carefully, it becomes not easy.
・If the purpose is communication, I can grow up with
experience.
Perfectly No:・It is just speaking, and only courage is needed.
Why?
(listening)Yes, so much:・There are many country which use different pronunciation,
and there are dialect and personal habit.
・It takes long time to get ears to the sound of English.
Yes:・I can’t catch the speed of English, and it takes time to
understand if I could hear the words.
・The pronunciation of English is very different from Japanese.
19
No:・I can be good at it with practicing.
・Human learn listening first, and next to it, learn speaking, so
though listening is thought that it is difficult at first, gradually it
will become a natural thing to listen English sound.
・I can understand the meanings little with translating the
words I knew.
・The more I hear, the more improved I become.
・I’ll get used to listen to English sound with many situations I
face to foreigners.
Perfectly No:・It needs only to deal with a large number.
Why?
(writing)Yes, so much:・It can’t be done without topics as same as speaking, and the
readers distrust my texts if there are many mistakes of spelling
or sentence structure.
・Grammar is difficult.
・It is difficult to learn correct grammar and words even in the
mother language, so I think it is more difficult in foreign
languages.
・I have to be careful at grammar and spelling at the same
time.
Yes:・I don’t have enough vocabulary.
・I think writing something with hands is high-technology that
can be done by only human.
・Mistakes become more easy to be found than speaking,
because they remain on paper or other things.
20
・I overly care about making mistakes, and I can’t write it
smoothly.
・I don’t know if I can write what I want to say, and I can’t
come up any words to use.
No:・It is a bother, but it’s going to be OK.
・It’s OK if I effort.
・I feel it is not difficult if I can understand grammar.
・Maybe we can express our feeling freely if we are careful for
basic grammar.
Perfectly No:・I can write something with words and ways which I know, I
don’t need to think too much.
Why?
(reading)Yes, so much:・I’m poor at understanding ability.
Yes:・I can guess the meanings by context.
・I don’t know the words.
・Though I think it is easier than writing, I also think it is the
second difficult skill thinking the order that humans learn.
・It is impossible to read English if we don’t have high
vocabulary.
No:・We can read as many times until we understand.
・Reading skill can be improved depending on my effort for
memorizing words or grammar.
21
・I can understand the meaning if I can catch the context.
Perfectly No:・Rich vocabulary makes it possible to read sentences.
Tables 7~8 present the data about subjects’ experiences of mindset in
their general life and English learning situations.
Table 7: Is there difference in your motivation or result between when you have
optimistic mind and when you have pessimistic mind for something you do?
Yes No
Is there difference in your motivation or result between
when you have optimistic mind and when you have a
pessimistic mind for something you do?
97.2% 2.7%
Almost all the subjects have experienced the effect of optimistic mind
and pessimistic mind.
Table 8: What happened?
What
happened?
(In daily life)
・I quit because I want to become good at something
immediately, and try to think that it is great if I grow up even a
little from yesterday, then I became to be able to continue
effort with my pace compared with before.
・When I was in the entrance exam season, though I was
very anxious, I tried the exam with strong mind that I can pass
this exam.
・Believing the result will come to me if I keep holding on, I
22
never lose motivation.
・I can play nicely in the games when I did positive thinking.
What
happened?
(In English
learning)
・Believing I can speak English well, I became to do English
conversation actively.
・Believing I can speak English well, I could pass Eiken with
high score.
・To image myself that speaking English correctly, the
presentation went very good.
・I think it is important how I think of something to do, I never
gave up TOEIC believing I can do it.
・I could improved my language skill thinking that anyway I
will try to speak English even though it was wrong at host
family’s home.
・I could performed nicely on Eiken thinking that I just go
there to do normal conversation in different language.
・In fact I needed to study more, but to believe I can do it,
then the score didn’t reduce.
Almost all the subjects feel some difference between when they have
positive thinking and when they have negative thinking in their life.
2.3.2 Questions and answers from Questionnaire 2-A, 2-B & the experiment
This section presents the data from Questionnaire 2 and the experiment.
Tables 9~13 present the data about subjects’ self-efficacy level for
speaking English before the faking-it challenge of both groups, A and B.
Table 9: How long do you speak English in a day?
How long do you speak English in a 0min ~30min ~1h ~2h 2h~
23
day?
Group F 0 0 0 4 3
Group N 0 2 0 4 1
Table 10: fluency confidence level
6. What is your fluency confidence
level when you speak English?
(Before the experiment)
0-
19
%
20-
39%
40-
59%
60-
79%
80-
99%
100
%
Group F 0 3 3 1 0 0
Group N 1 1 3 2 0 0
24
Table 11: vocabulary confidence level
6. What is your vocabulary
confidence level when you speak
English? (Before experiment)
0-
19%
20-
39%
40-
59%
60-
79%
80-
99%
10
0%
Group F 0 2 2 3 0 0
Group N 1 1 2 3 0 0
Table 12: pronunciation confidence level
6. What is your pronunciation
confidence level when you
speak English? (Before
experiment)
0-
19%
20-
39%
40-
59%
60-
79%
80-
99%
100
%
Group F 0 2 2 2 1 0
Group N 3 2 1 1 0 0
Table 13: intonation confidence level
6. What is your intonation
confidence level when you
speak English? (Before
experiment)
0-
19%
20-
39%
40-
59%
60-
79%
80-
99%
100
%
Group F 0 2 2 2 1 0
Group N 1 3 3 0 0 0
25
Tables 14~24 are the data about subjects’ feeling after a month and self-
efficacy level for speaking English after the faking-it challenge of both groups, A
and B.
Table 14: Did you do something special?
Did you do something special to improve your English
speaking ability from last time?
Yes No
Group N 0 7
No one did anything special during the month.
Table 15: Do you feel your speaking ability has changed since the last time I
asked?
Do you feel your speaking ability has changed since
the last time I asked?
Yes So,
so
No
Group N 0 2 5
Two said “so, so” and five said “no.”
Table 16: Why do you think so?
Why do you think so? So, so No
Group N I tried to increase
opportunity to speak
English consciously.
Because I didn't do anything
special. I couldn't try anything
special. I don't have enough
opportunity to improve my
ability.
They think that they can’t improve their skill if they didn’t do anything, and
they might think they need opportunity to speak English.
Table 17: fluency confidence level 2
26
What is your fluency
confidence level when
you speak English?
(after experiment)
0-19% 20-
39%
40-
59%
60-
79%
80-
99%
100%
Group F 0 (0) 1 (3) 2 (3) 2 (1) 2 (0) 0 (0)
±0 -2 -1 +1 +2 ±0
Group N 0 (1) 3 (1) 1 (3) 2 (2) 1 (0) 0 (0)
-1 +2 -2 ±0 +1 ±0
They were calculated in this way, 0-19=10, 20-39=30, 40-59=50, 60-
79=70 and 80-99=90.
Group F:
The average of the first questionnaire was 44.28%, and the average of the
second questionnaire was 64.28%. It increased 20%
Group N:
The average of the first questionnaire was 47.14%, and the average of the
second questionnaire was 52.85%. It increased 5.71%
%: F>N +11.43
Difference of growth width : F>N 14.29%
Table 18: vocabulary confidence level 2
27
What is your vocabulary
confidence level when you speak
English? (after experiment)
0-
19%
20-
39%
40-
59%
60-
79%
80-
99%
100
%
Group F 0 (0) 1 (2) 2 (2) 4 (3) 0 (0) 0 (0)
±0 -1 ±0 +1 ±0 ±0
Group N 0 (1) 0 (1) 6 (2) 0 (3) 1 (0) 0 (0)
-1 -1 +4 -3 +1 ±0
They were calculated in this way, 0-19 as 10, 20-39 as 30, 40-59 as 50,
60-79 as70 and 80-99 as 90.
Group F:
The average of the first questionnaire was 52.85%, and the average of
the second questionnaire was 58.57%. It increased 5.72%.
Group N:
The average of the first questionnaire was 50%, and the average of the
second questionnaire was 41.42%. It decreased 8.58%
%: F>N +17.25
Difference of growth: F>N 14.3%
Table 19: pronunciation confidence level 2
28
What is your pronunciation
confidence level when you
speak English? (after
experiment)
0-
19%
20-
39%
40-
59%
60-
79%
80-
99%
100
%
Group F 0 (0) 1 (2) 2 (2) 3 (2) 1 (1) 0 (0)
±0 -1 ±0 +1 ±0 ±0
Group N 2 (3) 2 (2) 0 (1) 2 (1) 1 (0) 0 (0)
-1 ±0 -1 +1 +1 ±0
They were calculated in this way, 0-19 as 10, 20-39 as 30, 40-59 as 50,
60-79 as70 and 80-99 as 90.
Group F:
The average of the first questionnaire was 55.71%, and the average of
the second questionnaire was 61.42%. It increased by 5.71%
Group N:
The average of the first questionnaire was 30%, and the average of the
second questionnaire was 44.28%. It increased by 14.28%
%: F>N +17.14
Difference of growth: N>F 8.57%
Table 20: intonation confidence level
29
What is your intonation
confidence level when you
speak English? (after
experiment)
0-
19%
20-
39%
40-
59%
60-
79%
80-
99%
100
%
Group F 0 (0) 1 (2) 2 (2) 3 (2) 1 (1) 0 (0)
±0 -1 ±0 +1 ±0 ±0
Group N 1 (1) 2 (3) 1 (3) 3 (0) 0 (0) 0 (0)
±0 -1 -2 +3 ±0 ±0
They were calculated in this way, 0-19 as 10, 20-39 as 30, 40-59 as 50,
60-79 as70 and 80-99 as 90.
Group F:
The average of the first questionnaire was 55.71%, and the average of
the second questionnaire was 61.42%. It increased 5.71%.
Group N:
The average of the first questionnaire was 35.71%, and the average of
the second questionnaire was 47.14%. It increased 11.43%.
%: F>N +14.28
Difference of growth: N>F 5.72%
Table 21: Could you feel you were acting like a native English speaker?
30
3.When you were ‘faking it’,
could you feel you were acting
like a native English speaker?
yes -
very
much
yes so, so no
Group F 0 2 5 0
No one answered “yes - very much.” two said “yes”, and five said “so, so”
Table 22: Do you feel your speaking ability was changed?
4. Do you feel your
speaking ability was
changed from before (as a
result of ‘faking it’) ?
improved
a lot
improved no change decreased
Group F 0 7 0 0
All seven said “improved.”
Table 23: Why do you think so?
Why do you think
so? (Group F)
・I took care of good intonation and pronunciation, then
I became comfortable when speak English.
・Having mind that I can do it well, I could ignore my
mistakes and continue speaking.
・I became a little bit more confident about speaking
English
・The teacher praised me.
They felt their mind was changed more positively than a month before.
Table 24: Do you want to continue this method?
31
Do you want to continue this
method?
Yes Maybe No
Group F 5 2 0
Five wanted to continue it, and two said maybe they wanted to continue
it.
2.4 Summary
Two types of questionnaire and the experiment were reported in this
chapter, as were the profile and the results. The results showed us the subjects’
feelings for learning or practicing some English skills, the experiences that they
felt the effect of intentional changing mindsets when they faced problems, and
the effects of doing faking-it to improve English speaking skills. We also could
see the subjects’ self-efficacy for their speaking skills.
In the next chapter, we will analyze and look at the results more in detail,
and discuss the research questions, further research and so on.
32
Chapter 3 Mindsets’ power on people’s learning
3.1 Introduction
We looked at many kinds of mindset and how to change people’s
mindset consciously in Chapter One, and reported a questionnaire and
experiment about Japanese English learners’ feelings and the change of
people’s mindsets by faking-it in Chapter Two.
In this chapter we will analyze the data of Chapter Two in detail.
3.2 Summary of the results
From the first questionnaire, we could understand the subjects’ feelings
when facing each English skill and the hidden effects of mindset when they
think about their problems. According to the results, they feel speaking English
is difficult for them because of various reasons, though they want it the most.
They also feel the effects of intentional mindsets in their daily life or when
studying English.
From the second questionnaire that was answered by some of the
subjects from the first experiment and the experiment, we could see the
differences of the growth rate between Group F which tried ‘faking-it’ and Group
N which didn’t try ‘faking-it’. The differences were not very remarkable though
the growth rates of Group F were higher than Group N in three of the four skills.
We also knew almost all the subjects from Group F was satisfied with this
experiment as a way to try to improve their English speaking skill, and they
wanted to continue this method.
3.3 Discussion of the results
3.3.1 About Tables 1&2
33
Tables 1 and 2 asked the subjects about their rough feelings about
speaking English, and whether they feel a sense of shame when they speak
English or not.
No one answered “I don’t like speaking English,” but about 80% of the
subjects (including “so, so”) answered they feel sense of shame when they
speak English. Looking at the reasons, many subjects said they are afraid of
making mistakes and they don’t feel comfortable when they speak English
because they are not confident of their speaking skills.
3.3.2 About Tables 3&4Tables 3 and 4 asked “Which skill do you want the most?” and “Did you
hit upon some ways to improve your speaking skill?”
Almost all the subjects want speaking English skill the most, and the
number of subjects who answered they can hit upon some ways to improve
conversation skills are more than the subjects who answered they can hit upon
some ways to improve writing and reading skills.
3.3.3 About table 5&6Table 5 showed speaking English was thought to be the most difficult
element of four skills (speaking, listening, writing, and reading) by the subjects,
the second was writing, and the third was listening near the second. Table 6
showed the subjects’ reasons for why they think something is difficult or not.
First, we will look at the reasons of the subjects who answered speaking
English is difficult, because we knew speaking English was thought that is the
most difficult element of four skills in Table 3.
Looking at Table 4, many subjects who think speaking English is difficult
explained their reasons in such words. They have discontent for the opportunity
and lack of practicing ways of speaking English, they are not good at output,
they are not confident and are afraid of speaking English. Some reasons seem
34
similar to the reasons for the question ‘Do you feel a sense of shame when you
speak English rather than Japanese?’
They might confuse the difficulty and shame of it, and with this thinking,
they put more pressure on themselves, for example, ‘I have to be perfect in
speaking English which is very difficult, and mistakes are shameful thing, so I
have to be perfect’. If they tend to look at the bad side of things at that time, It is
difficult for them to look at their future, in other words, It is difficult to make their
image of success or growth in the future.
We still can see the difference in ways of thinking between the subjects
who answered ‘○○ is difficult’ and who answered ‘○○ is not difficult’ in all four
skills’ answers. The former tend to think about ‘How am I now?’ On the other
hand, the latter tend to think about their growth in the future. It can be seen as
related to fixed mindset and growth mindset. And the reasons also seemed to
be different in this way, the subjects who answered ‘○○ is difficult’ said ‘Xx is
OO (negative words), SO I think xx is difficult.’ In contrast, the subjects who
answered ‘○○ is not difficult.’ said ‘Xx is OO (negative words), BUT I think ▽ , ▽SO xx is not difficult.’ From this we came to know the fixed mindset and growth
mindset’s presence and its effects on the subjects by this question.
3.3.4 About Tables 7 & 8Tables 7 and 8 presented the data about subjects’ experiences of
mindset in their general life and English learning situations. Almost all the
subjects have experienced the effects of optimistic mind and pessimistic mind.
3.3.5 About Table 9
This table shows the amount of times that the subjects speak English in
a day. All of the subjects speak at least 30 minutes in a day. It was the reason
why they were chosen as this experiment’s subjects.
3.3.6 About Tables 10, 11, 12 and 13
35
These tables show Group F and N subjects’ answers about self-efficacy
for their English fluency, vocabulary, pronunciation and intonation skills before
they do the experiment. In fluency and vocabulary, there were not big
differences between Group F and N, but there were differences on
pronunciation and intonation.
3.3.7 About Tables 14, 15 and 16
These tables show Group N’s answers about their one month during the
experiment and their change of English speaking skills. All of them answered
they did nothing special in a month to improve their speaking skills in a month.
There was a question which asked them ‘do you feel your speaking
ability has changed since the last time I asked?’ 2 of them answered their
English speaking skills changed a little from a month ago, and 5 answered their
English speaking skills didn’t change in a month. No one answered clearly ‘yes.’
If there had been more time maybe these results would have been higher.
3.3.8 About Tables 17, 18, 19 and 20
These tables show Group F and N subjects’ answers about self-efficacy
for their English fluency, vocabulary, pronunciation and intonation skills after the
experiment.
Group F’s average of fluency confidence level in the first questionnaire
was 44.28%, and the average of the second questionnaire was 64.28%. It
increased 20%. Group N’s average in the first questionnaire was 47.14%, and
the average of the second questionnaire was 52.85%. It increased 5.71%. The
difference of growth rate was 14.29%, and the difference was 11.43%.
Group F’s average of vocabulary confidence level in the first
questionnaire was 52.85%, and the average of the second questionnaire was
58.57%. It increased 5.72%. Group N’s average in the first questionnaire was
50%, and the average of the second questionnaire was 41.42%. It decreased
8.58%. The difference of growth rate was 14.3%, and the difference of the
number was 17,25%.
36
Group F’s average of pronunciation confidence level in the first
questionnaire was 55.71%, and the average of the second questionnaire was
61.42%. It increased 5.71%. Group N’s average in the first questionnaire was
30%, and the average of the second questionnaire was 44.28%. It increased
14.28%. The difference of growth rate was 8.57%, and the difference of the
number was 17.14%.
Group F’s average of intonation confidence level in the first questionnaire
was 55.71%, and the average of the second questionnaire was 61.42%. It
increased 5.71%. Group N’s average in the first questionnaire was 35.71%, and
the average of the second questionnaire was 47.14%. It increased 11.43%. The
difference of the growth rate was 5.72%, and the difference of the number was
14.28%.
In this way, Group F’s growth rates of fluency confidence level and
vocabulary confidence level were larger than Group N’s growth rates of these
skills’ confidence level, while Group F’s growth rates of pronunciation
confidence level and intonation confidence level were lower than Group N.
From the above fact, we can’t conclude faking-it made Group F subjects’
skills improved.
3.3.9 About Tables 21, 22, 23 and 24
These tables show Group F subjects’ feeling after the experiment. In a
question which asked them ‘could you feel you were acting like a native English
speaker?,’ 2 answered ‘yes,’ and 5 answered ‘so, so.’ It was important to
believe strongly they were native speakers. If they could feel so as they all can
answer ‘yes-very much,’ the results of growth rates’ number might change
largely.
To a question which asked them ‘do you feel your speaking ability was
changed from before (as a result of ‘faking it’) ?,’ all of them chose ‘improved.’
According to the results above, it seems to be true. They felt the effects of
faking-it. Its reasons were, for example, because of ‘having mind that I can do it
37
well, I could ignore my mistakes and continue speaking.’ This subject said she
became to be concentrated on speaking practice, and her skills could grow up
as a result.
To a question which asked them whether they want to continue this
method or not, 70% of them answered ‘yes,’ and the rest answered ‘maybe.’
3.4 Research questions
This section will answer the research questions
1. Do English learners in Japan truly feel they are not good at speaking
English than other English skills? And what is the reason?
English learners in Japan have feelings that they are not as good at
speaking English as the other skills. Main reasons were because they think
they are not good at it, or lack confident of output and speaking skills for
example pronunciation. And we saw the result which said many subjects feel
shame when they speak English in the other question. It might also affect the
subjects’ mind that they tend to think speaking English is difficult. On the
other hand, some subjects answered they don’t think speaking English is
difficult.
2. Does ‘faking-it’ lead to changes in some results of people's activity?
Almost all the subjects felt that they were helped by faking-it (changing
mindsets intentionally). Almost all the subjects felt some difference between
when they have positive thinking and when they have negative thinking in
their life.
3. Does ‘faking-it’ influence English learners' mind of their self-evaluation for
speaking English?
38
The numbers of growth rate of two groups did not differ greatly, but
Group F subjects’ growth rates were higher than Group N in three of the four
skills.
4. Is faking-it effective as a method to tackle speaking training?
Almost all the subjects from Group F felt faking-it was a good way to
improve their English speaking skills, and they wanted to continue this
method, though there were no clear differences in the results from Group N. It
may be important that Group F subjects thought faking-it is a good way, and
they wanted to continue practicing to speak English with this method. Even if
there are no effects, they will believe they are going well because they are
doing faking-it, and they can keep speaking English without giving it up.
Faking it can be looked on as an effective method to train speaking English
skills.
Group N subjects answered and thought their skills did not change in a
month because they didn’t do anything special. They did this way of thinking
because they believe they can’t change anything without doing something
special in spite of their skills in fact changed in a month almost as same as
Group F subjects. It is also an interesting phenomenon.
3.5 Implications
It is very important to keep motivation for studying or learning languages
for language learners because there are many people who quit studying or lose
motivation. In this thesis, we looked at various ways to keep learners’ motivation
by using various mindsets intentionally. They can help learners’ study. The
subjects also answered that they have been helped by self changing of
mindsets in their daily life and when they are in some situations face to English.
And the experiment showed the effects of faking-it that the subject felt
and thought they improved their skills. Almost all of them also said they want to
continue faking-it as a method to improve their English speaking skills.
39
3.6 Limitations of the Experiments
One of problems was irregularity of the data on questionnaire 2-A. About
fluency and vocabulary, they had no problem, but about pronunciation and
intonation, there were large differences before the experiment. Due to this
problem, comparing the results makes making a conclusion difficult.
The second problem was the length of the experiment and times of
questionnaire about their self-efficacy. It seemed the length of the experiment
was a little short to understand or become accustomed to faking-it for Group F.
And it also seemed they should be asked about their self-efficacy level one or
two more times, because we couldn’t conclude the experiment’s effect’s
presence from the point of view of the number of the data, not in the mental
plane.
Third was the difficulty to compare the data of questionnaire 2-A and 2-B.
To compare Group F and N, per groups’ data had to be dealt one by one, but
there were 7 different subjects in both groups.
3.7. Further research We need more time to do the experiment as above. It is because we
couldn't judge whether the change in the self-efficacy level of Group F was due
only to the faking it method in such a short time.
And it was also ambiguous whether the faking-it method affected only the
subjects' mental impression, in other words, the Group F subjects said 'it was a
good way to improve English speaking skills' and did better self-assessment
after the experiment in just belief, or they really improved their skills, or both. Of
course, a positive belief is very important when learning something comfortable,
but there was a need to make clear the effects of faking-it to conclude this
research neatly.
To complement this problem, as one way, third party opinions will have
to be gathered the next time. For example, the subjects' friends' or teachers'
40
evaluation for the subjects' change of speaking skills in a subject will be
required in addition to the subjects' self-efficacy level questionnaire about both
sides, beliefs and real ability. By doing this correction, we may be able to see
the experiment's results or effects more clearly in both sides, belief and real
ability.
To create and verify new methods using the other mindsets is also
interesting. For people who can never have positive thinking way, finding good
ways which this can be done still they have negative minds for their learning is
interesting as well.
3.8. Conclusion
The main ideas of this thesis were Japanese English learners are not
confident of their English speaking skills, and to improve them changing or
using mindsets.
Japanese English learners are not confident of their English speaking
skill because many of them tend to want to be perfect about everything. They
may think that they can do only something which they think 'I can do it perfectly'
or 'I'm confident of it.'
At that time, the experiment's aim was to find out whether using the
faking-it method, and changing their mind from 'I can't do it perfectly' or 'I'm not
confident of it' to 'I will do it well' or 'I don't care if I can't do it perfectly' are
effective to improve speaking skills and to keep going on practice?
As a result of the experiment, we couldn't judge strongly from only the
change of their self-efficacy level questionnaire, but the subjects who tried
faking-it method said they want to continue faking-it method as a way to
practice speaking English.
41
References
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http://www.mindsetonline.com/index. Accessed October 14, 2015
McGonigal, 2013. How to Make Stress Your Friend. TED talk
https://www.ted.com/talks/kelly_mcgonigal_how_to_make_stress_your_friend?
language=en
Mynavi News, スマホで利用可能!MMD研究所がオンライン英会話に関する調
査結果を公開.
http://s.news.mynavi.jp/news/2014/07/30/24. Accessed August 14,2015
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https://www.brainpickings.org/2014/01/29/carol-dweck-mindset/ Accessed
October 14, 2015
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http://www.tryon.co.jp/vs/sp.html Accessed August 14, 2015
The University of Glasgow, Placebo boosts endurance running performance.
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Wikipedia, Achievement Motivation.
http://www.encyclopedia.com/topic/Achievement_Motivation.aspx. Accessed
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August 14, 2015.
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Appendices
First questionnaire
1. When did you start to learn to speak English? Before elementary school The first half of elementary school The second half of elementary school Junior high school High school
2. When did you start speaking English frequently? Before elementary school The first half of elementary school The second half of elementary school Junior high school High school
3. How often do you speak English in a day at school? 1h、30min 1~3h
4. Do you like speaking English? Yes So, so No
5. Do you feel a sense of shame when you speak English rather than Japanese?*
6. What is your fluency confidence level when you speak English? 100% 80~99% 60~79% 40~59% 20~39% 0~19%
7. What is your English vocabulary confidence level? 100% 80~99% 60~79% 40~59% 20~39% 0~19%
8. What is your English pronunciation confidence level?
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100% 80~99% 60~79% 40~59% 20~39% 0~19%
9. What is your English intonation confidence level? 100% 80~99% 60~79% 40~59% 20~39% 0~19%
10. Did you hit upon some ways to improve your speaking skill? Yes No
11. Did you hit upon some ways to improve your listening skill? Yes No
12. Did you hit upon some ways to improve your reading skill?
Yes No
13. Did you hit upon some ways to improve your writing skill?
Yes No
14. speaking is Easy A little easy A little difficult difficult
Reason is...15. listening is
Easy A little easy A little difficult difficult
Reason is
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16. writing is Easy A little easy A little difficult difficult
Reason is17. reading is
Easy A little easy A little difficult difficult
Reason is18. Which skill do you want the most?
speaking listening writing reading
19. Is there difference in your motivation or result between when you have optimistic mind and when you have a pessimistic mind for something you do?
Yes No
What happened? (In daily life)
What happened? (In English learning)
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Faking-it Group-F questionnaire 21. How many times did you try ‘faking it' per week?
0 1-3 4-6 7-10 10+
2.When you were ‘faking it’, could you feel you were acting like a native English speaker?
yes - very much yes so, so no
3. Do you feel your speaking ability has changed from before (as a result of ‘faking it’)?
improved very much improved no change decreased
4. Why do you think so?
5. What is your fluency confidence level when you speak English? 100% 80-99% 60-79% 40-59% 20-39% 0-19%
6. What is your vocabulary confidence level? 100% 80-99% 60-79% 40-59% 20-39% 0-19%
7. What is your pronunciation confidence level? 100% 80-99% 60-79% 40-59% 20-39% 0-19%
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8. What is your intonation confidence level? 100% 80-99% 60-79% 40-59% 20-39% 0-19%
9. Did you continue this challenge over 1 month? Yes No
10. Are you continuing this challenge even now? Yes No
11. Do you want to continue this method? yes maybe no
Faking-it Group-N questionnaire 2nameA. Did you do something special to improve your English speaking ability from last time?
yes no
If you chose "yes" on A, what did you do?B. Do you feel your speaking ability has changed since the last time I asked?
yes - very much yes so, so no
Why do you think so?1. What is your fluency confidence level when you speak English?
100% 80-99% 60-79% 40-59% 20-39% 0-19%
2. What is your vocabulary confidence level. 100%
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80-99% 60-79% 40-59% 20-39% 0-19%
3. What is your pronunciation confidence level? 100% 80-99% 60-79% 40-59% 20-39% 0-19%
4. What is your intonation confidencelevel? 100% 80-99% 60-79% 40-59% 20-39% 0-19%
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