SEMing the Causal Associations Between Teachers’ Instructional Practice, Growth Orientations, and Learners’ Vocabulary Development

This study explored the interplay between teaching practices (relevance, feedback/feedforward, and organization and clarity), and students’ vocabulary achievement. Additionally, examining the mediating role of students’ growth orientation (GO) in this interaction, we also analyzed how teaching practices (TP) interact with GO. A convenient sample of ۱,۱۰۵ tenth-grade high school students participated in the study by completing surveys including adapted measures of GO, TP, and a vocabulary test. Partial least squares structural equation modeling was used which consequently ended in the optimal fit of the overall research model that ensured the right path in the study. The findings revealed that students’ perceptions of TP were closely linked to their GO and vocabulary development. It was also found that GO interacted with students’ achievements. Furthermore, the results indicated that GO mediated the causal association between students' perception on TP and students' achievements. These results underscore the critical role of fostering GO among students while highlighting the influence of effective TP on shaping students’ mindsets, growth goal-setting behaviors, and academic success. The findings further support the idea that targeted interventions aimed at enhancing GO can lead to improved educational achievements.

کلیدواژه ها:

growth orientation ، vocabulary development ، teaching practice ، EFL