EFL Learners’ Causal Attributions and Dimensionality Styles for Perceived Success and Failure

Taşkıran, Okt. Ayşe; Aydın, Assoc. Prof. Dr. Belgin

doi:10.18037/ausbd.417235

Cited by 5 publications

(3 citation statements)

References 37 publications

(77 reference statements)

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“…Weiner (1972aWeiner ( , 1972bWeiner ( , 1985Weiner ( , 2001Weiner ( , 2018, as the originator of academic achievement attributions, defines attributions as the perceived causes of one's achievement or failure drawing upon past performance. Theoretically, these reported causes are considered to be projective as well as influential for the direction of future achievement and prospective motivation of learners (Lim, 2007;Taşkıran & Aydın, 2017;Weiner, 1972bWeiner, , 1985Weiner, , 2001Weiner, , 2010Williams, Mercer, & Ryan, 2015). Another influential theory on motivation as well as belief systems is L2 motivational self-system (Dörnyei, 2005; proposing implications for one's own future image and future success.…”

Section: Introductionmentioning

confidence: 99%

“…All the causes that are noted by the learner affect one's own long-term perseverance, motivation, or the amount of effort one puts into prospective performance. Thus, beliefs or causal attributions based on past achievement determine how one takes action on one's own learning path (Hashemi & Zabihi, 2011;Lim, 2007;Taşkıran & Aydın, 2017;Weiner, 1972b;1985;2001;Williams et al, 2015). Weiner (1972aWeiner ( , 1972bWeiner ( , 1985Weiner ( , 2010, the pioneer of attribution theory, notes that perceived causes of the occurrence of events are based on three different dimensions.…”

Section: Introductionmentioning

confidence: 99%

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The relationship between ideal L2 self, achievement attributions and L2 achievement

Çağatay¹,

Erten²

2020

Eurasian Journal of Applied Linguistics

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This study examines whether learners' (high vs. low) 'ideal L2 self' exerts an effect on causal attributions and which of these causal attributions could predict future L2 achievement. To this end, 1006 EFL students were invited from a state university in Ankara, Turkey. The data were collected with an attribution scale composed of 29 questions and with a questionnaire containing 10 items measuring learners' ideal L2 self. The researchers also collected the students' achievement scores to measure the predictive power of causal attributions. The impact of high and low ideal L2 self on causal attributions was analyzed through MANOVA and the prediction power of these attributions for achievement was measured through regression analysis using SPSS 23. It was found that learners' ideal L2 self (high vs. low) influenced causal attributions, including ability, school system, teacher, family and classroom environment. It was also found that the attribution to effort, luck and ability are the best predictors of future exam scores of learners. These predictors could provide insightful implications for EFL teachers with regard to the actions they can take in order to diagnose motivationally at-risk students and to boost their motivation through effective designs of interventions embedded into the curriculum.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The relationship between ideal L2 self, achievement attributions and L2 achievement

Çağatay¹,

Erten²

2020

Eurasian Journal of Applied Linguistics

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“…Learners with low proficiency scores reported heightened levels of internal failure attributions whereas learners with high proficiency scores attributed success more strongly to internal causes and failure to external factors (Mori, Ming, Nor, Suppiah, & Imm, 2011). Qualitative studies with participants from higher education tracks produced similar results (Gonzalez, 2016;Graham, 2006;Taşkiran & Aydin, 2017). Seemingly fewer studies analyzed EFL learners' attributions at the school level.…”

Section: Relevant Research Findingsmentioning

confidence: 80%

Longitudinal effects of task performance and self-concept on preadolescent EFL learners’ causal attributions of grammar success and failure

Faber

2019

SSLLT

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Learners’ academic self-concepts and attributions have been widely evidenced to substantially regulate their educational development. Developmentally, they will not only operate in a mutually reinforcing manner. Rather, self-concepts will directly affect learners’ outcome attributions in a particular academic setting. Current research in the English as a foreign language (EFL) context has increasingly analyzed learners’ attributions and self-concepts on a task-specific construct level. Nevertheless, there still exist certain research gaps in the field, particularly concerning learners’ grammar self-concept and attributions. Therefore, the present study aimed at analyzing longitudinal relations of prior performance and self-concept with subsequent attributions of grammar success and failure in a sample of preadolescent EFL learners. Findings demonstrated that attributional patterns mostly but not entirely depended on learners’ grammar self-concept. Poor performing learners holding a low self-concept displayed a maladaptive attribution pattern for explaining both grammar success and failure. Though not with respect to all causal factors, these findings largely confirm the crucial role of task-specific self-concept in longitudinally explaining related control beliefs in the EFL context.

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EFL learners’ versus instructors’ attributions of success and failure factors: A complexity theory perspective

Alzaanin

2023

Language Teaching Research

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A limited number of studies have investigated the factors that influence academic success and failure from the perspectives of both students and lecturers of English as a foreign language (EFL). The present study utilizes a complexity theory framework to uncover academic success and failure factors from the perspectives of Saudi EFL learners and lecturers in a public university context. The sample consisted of 64 EFL lecturers and 219 EFL students who completed the success and failure questionnaires adapted from Killen’s study. Descriptive statistics and exploratory factor analysis were used to analyse the data. The results support the complexity theory perspective, where teachers and students are unique systems, each with their own attitudes, beliefs, and influences, shaped through interactions with other systems. Lecturers’ and students’ perceptions of success and failure factors differed significantly. Lecturers mostly attributed student success to their pedagogical practices, while students mostly attributed success to their positive dispositions, emotions, and attitudes. On the other hand, lecturers largely attributed student failure to student-related factors, while students attributed their failure to negative teacher traits and pedagogy. These results are in line with the concept of self-serving bias. Furthermore, students placed more emphasis on the role of their ecological context in their success and failure than teachers did. The results of this study may help inform teachers and language programs to provide conducive learning environments for EFL students to maximize their chances of success.

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EFL Learners’ Causal Attributions and Dimensionality Styles for Perceived Success and Failure

Cited by 5 publications

References 37 publications

The relationship between ideal L2 self, achievement attributions and L2 achievement

The relationship between ideal L2 self, achievement attributions and L2 achievement

Longitudinal effects of task performance and self-concept on preadolescent EFL learners’ causal attributions of grammar success and failure

EFL learners’ versus instructors’ attributions of success and failure factors: A complexity theory perspective

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