Multilingual learning: a case study of the role of mindset and language resources

Abstract

This paper presents a case study delving into the intricate relationship between the mindset, language resources, and contemporary language learning practices. While addressing the shifts in obstacles to language learning over time, including the inundation of unsolicited digital information and a concerning decline in students’ self-discipline, the author offers suggestions for potential rectification of the observed challenges. In order to probe deeper into language learners’ mindset, their rapport with emerging technologies and resources, and their proficiency in time management, an interactive survey was conducted. Collected between March and June 2023 among (a) the participants of the Polyglot Gathering Online in March 2023 and (b) single-language and multilingual students, the data, although limited in scale, revealed a consistent and enlightening trend. Many participants highlighted the disadvantages of technology in language learning, noting their propensity to get distracted, be overburdened with information, and curtail genuine human interactions. Yet, the adoption of technology for language learning was acknowledged as beneficial, simplifying the search for language resources and practice tools. The recurrent obstacles identified ranged from time constraints, waning motivation, and self-discipline challenges, to the detrimental practice of incessant self-comparison. In line with these findings, the advice given by the participants for aspiring language learners highlighted the importance of consistency, enjoyment, and abstaining from self-comparison. The insights garnered from the interactive survey further illuminate the dynamic between learners’ mindset, their engagement with new technologies, and their time management adeptness. The research results emphasize the need for targeted strategies and interventions in the ever-evolving digital learning landscape.