Attributions to Success and Failure in English Language Learning: A Comparative Study of Urban and Rural Undergraduates in Malaysia

Göbel, Peter; Thang, Siew Ming; Sidhu, Gurnam Kaur; Oon, Sok Imm; Fook, Chan Yuen

doi:10.5539/ass.v9n2p53

Cited by 24 publications

(27 citation statements)

References 57 publications

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“…For context variable, Thai and Malaysian students scored higher on internal/controllable success outcomes than Japanese students (Gobel et al, 2011). Urban and rural EFL students held different attribution ratings for success and failure with the urban group being more willing to attribute success to their own ability, effort, and study skills than the rural group (Gobel et al, 2013). Lu, Woodcock and Jiang (2014) found no significant differences in attribution patterns between students who learnt through autonomous learning and those who learnt through teacher-centred approach.…”

Section: Review Of the Literaturementioning

confidence: 88%

Do Adult English Language Learners and Their Teachers Have Similar Approaches to Success?

Taşkıran

Aydın

2018

ERIES Journal

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This study explores the similarities and differences between adult language learners' and their teachers' attributions of perceived success and failure in learning English as a foreign language in an intensive program. It examines attributions along with three dimensions: locus of causality, stability and controllability. 319 students and 81 teachers responded to a self-administered questionnaire and reported more attributions for failure than for success. The most frequent attributions both groups stated were effort, teacher, motivation, and participation. Causal dimensionality patterns of success and failureoriented students did not show much differences. They both had significantly more controllable and unstable attributions. Teachers' dimensionality patterns did not differ from that of the students except for locus of control dimension. Causal dimensionality of both teachers and students seemed to be healthy attributional styles according to Weiner's attributional model of achievement motivation. Highlights• Effort, teacher, motivation, and participation in the class activities are the most frequent attribution of success for the teachers and the language learners • Success in learning a language is attributed to more controllable and unstable factors • Language teachers and learners have healthy attributional styles for achievement motivation

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Section: Review Of the Literaturementioning

confidence: 88%

Do Adult English Language Learners and Their Teachers Have Similar Approaches to Success?

Taşkıran

Aydın

2018

ERIES Journal

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“…Dobel and colleagues (Gobel et al, 2013) showed students from urban places score better than their rural counterparts in different language courses. Our present data may confirm their hypothesis as well as conclusions of Fikree and March (Fikree & Marsh, 1996) or Shekhar and Devi (Shekhar & Devi, 2012).…”

Section: Discussionmentioning

confidence: 98%

English Language Proficiency as a Predictor of Academic Achievement among Medical Students in Iran

Sadeghi¹,

Kashanian²,

Maleki³

et al. 2013

TPLS

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In Iran, many changes have been made in English language teaching. In academic grounds it is important to know the correlation between the expertise of students in English and their scores in different scientific subjects, before applying any further curriculum reform. The present study was designed to determine the correlation between English language proficiency and the achievement of medical students in their national comprehensive basic science exam (NCBSE). One hundred and fifty six students admitted in the academic years of 2008 and 2009 (60% female and 40% male) were enrolled for the present study. The results of General English and Scientific language courses, the average marks in five consecutive semesters and the NCBSE scores were extracted from their educational files. Data was analyzed using appropriated tests such as ANOVA, Pearson's correlation and liner regression. The present data indicated that proficiency in English could significantly influence academic achievement of medical students. Furthermore, changes of policy in the students' selection or teaching styles without preparation of necessary backgrounds including increasing their English knowledge could not significantly alter the achievement of Iranian medical students.

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“…The findings from all instruments indicated their internal attributions towards their success and failure. Gobel, Thang, Sidhu, Oon & Chan (2013) suggest that they are autonomous if students make internal attributions such as strategy, effort and ability. In this sense, they looked like to have learner autonomy.…”

Section: Focus On Elt Journal (Felt)mentioning

confidence: 99%

Learning in scaffolded autonomous e-learning environments amongst EAP students in a UK university

Meri-Yilan¹

2019

FELT

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As learners are working individually in e-learning environments, research has moved to focus on providing guidance for learners and helping them to take responsibility for their own learning. Therefore, this study aimed to shed light on both learner autonomy and scaffolding in e-learning environments. 35 international English as a Foreign Language (EFL) students who were taking a course supported with online learning resources (OLRs) including the English for Academic Purposes (EAP) Toolkit participated in the study voluntarily. Before taking the course, they filled a pre-questionnaire about their perceptions of learning, whilst a post-questionnaire at the end of the course. In the meantime, they were observed three times while carrying out activities in the Toolkit, and interviewed afterwards. Data from observations, interviews and questionnaires have shown that e-learning through scaffolding facilitates EFL learners' language learning and scaffolding has a significant impact on learner autonomy and vice versa. This study sets the grounds for learners to use scaffolding, teachers to implement scaffolding, institutions to provide a scaffolded autonomous e-learning environment and designers to set up that kind of environment in order to enable the educational equality and opportunity for all learners.

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Attributions to Success and Failure in English Language Learning: A Comparative Study of Urban and Rural Undergraduates in Malaysia

Cited by 24 publications

References 57 publications

Do Adult English Language Learners and Their Teachers Have Similar Approaches to Success?

Do Adult English Language Learners and Their Teachers Have Similar Approaches to Success?

English Language Proficiency as a Predictor of Academic Achievement among Medical Students in Iran

Learning in scaffolded autonomous e-learning environments amongst EAP students in a UK university

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