From Feeling Incapable to Becoming Agentic: Language Mindset Transformation Through Reflective Dialogue in a Thai EFL Classroom

This study investigates how language mindset transforms over time and enables agency development among Thai undergraduate EFL learners. It aims to examine how mindset dimensions change during a reflective dialogue intervention, identify temporal patterns of belief transformation, and explore relationships between these beliefs and agentic behaviors. Employing a multi-method case study design, twenty-five students participated in a six-week intervention; data comprised 100 learning logs and pre-post semi-structured interviews with six focal participants, analyzed using paired-samples t-tests and thematic analysis. All six mindset dimensions—participation, motivation, effort, strategy, failure, and ability—shifted from fixed to growth-oriented perspectives. Three distinct pathways emerged: participation and motivation beliefs transformed rapidly through peer validation; effort and strategy beliefs shifted moderately through guided experimentation; failure and ability beliefs changed gradually through accumulated evidence. These sequential transformations enabled behavioral agency, cognitive agency, and identity agency. Students developed interdependent agency—aligning autonomous action with collectivist values. Findings demonstrate that mindset transformation requires differentiated support mechanisms and realistic timeframes. Educators should employ targeted interventions; behavioral changes emerge within weeks, while identity transformation requires sustained practice over months.