Abstract：Although considerable research has been done on the interactive behavior of EFL learners, few studies have been conducted on the interaction mindsets that have a significant impact on their interactive behavior. This study developed the EFL Learner’ s Interaction Mindset Scale (ELIMS) based on the framework of interaction mindset and analyzed Chinese EFL learners’ interaction mindset, through interviews and questionnaires. The results of structural equation modeling indicate that the interaction mindset of Chinese college EFL learners is comprised of six factors namely interaction acknowledgment, collaboration awareness, form orientation, interaction initiation, interaction reception, and interaction reflection, with each factor possessing rich connotations from the perspective of multiple interactions. The analysis of data from formal questionnaires reveals that college EFL learners engage in teacher-teacher interaction and student-computer/mobile interaction more frequently than peer interaction; and that the interaction mindset level in college EFL learners is relatively high, with their disposition being weaker in initiating and receiving interaction but stronger in interaction acknowledgment and reflection. This study sheds light on how EFL learners learn to interact with others in the classroom and shows them how to use different resources to help them learn on their own.
Key words: multiple interaction; College English; EFL learners; interaction mindset; scale development and application
