This study examined the effects of a growth mindset–based inquiry learning model on self-development in English language learning among kindergarten children aged 5 to 6 in a Thai–English bilingual school context. The study aimed to identify key growth mindset characteristics appropriate for early childhood learners and to investigate the effectiveness of integrating growth mindset principles with inquiry-based learning. An experimental one-group pretest–posttest design was employed. The research sample consisted of 25 kindergarten students enrolled in Semester 1 of the 2024 academic year, selected through purposive sampling. The instructional intervention was implemented over eight weeks, integrating inquiry-based learning activities designed to promote listening, speaking, reading, and writing skills. The model emphasized core growth mindset elements, including effort, perseverance, learning from peers, facing challenges, and responding positively to feedback, learning goals, and valuing the learning process. Research instruments included lesson plans based on the growth mindset–inquiry learning model, pre- and post-tests, a developmentally appropriate student satisfaction questionnaire, and an observation checklist assessing self-development in language learning across five dimensions. All instruments were validated by experts and demonstrated high reliability. The findings revealed that students’ self-development in English language learning after the intervention was significantly higher than before the intervention at the .05 level of significance. Observational data further indicated increased confidence, active questioning, greater willingness to express ideas through speaking and drawing, and enjoyment in language-learning activities. Overall, 88% of the students reported increased confidence and engagement in learning English. In conclusion, integrating growth mindset principles with inquiry-based learning is an effective instructional approach for enhancing self-development in English

Authors:
Aungsiya Krataytong, Srinakharinwirot University, Thailand
Panitta Wongphanich, Srinakharinwirot University, Thailand
Suwicha Wansudon, Srinakharinwirot University, Thailand
Phatcharida Inthama, Srinakharinwirot University, Thailand

About the Presenter(s)
Dr. Aungsiya Krataytong is currently actively involved in research and teacher professional development in early childhood education.

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