Success and failure in the EFL classroom

Göbel, Peter; Mori, Setsuko

doi:10.1075/eurosla.7.09gob

Cited by 30 publications

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“…Ushioda (2001) found that respondents who were university French learners attributed success to internal locus while attributions for failure were external. In contrast, Gobel and Mori (2007) www.ccsenet.org/ass Asian Social Science Vol. 9, No.…”

Section: Attribution Theory and Language Learningmentioning

confidence: 95%

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

Göbel¹,

Thang²,

Sidhu³

et al. 2013

ASS

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This paper presents a descriptive study of Malaysian urban and rural students' attributions for success and failure in learning English as a second language. Data was collected using the Attribution to Success and Failure Questionnaires (ASQ & AFQ), based on previous research conducted by Vispoel and Austin (1995). The findings indicated that urban and rural students held different attribution ratings for the success and failure for learning English as a second language with the urban group being more willing to attribute success to their own ability, effort, and study skills than the rural group. Based on this data, we can hypothesize that the urban group are much more study-wise and confident as they have a greater belief in their own ability to take control of their successes in the language classroom.

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Section: Attribution Theory and Language Learningmentioning

confidence: 95%

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

Göbel¹,

Thang²,

Sidhu³

et al. 2013

ASS

Self Cite

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show abstract

“…However, most of these studies do not provide enough information on the validation of the questionnaire and seem to follow procedures for the creation of the instrument and the analysis of the results that do not abide by standard rules in questionnaire methodology (Ishikawa, Negi & Tajima, 2011;Gobel & Mori, 2007;Pishghadam & Modarresi, 2008;Pishghadam & Zabihi, 2011;Wu, 2011).…”

Section: Attribution Theory: Exploring the Reasons For Success And Famentioning

confidence: 99%

“…Still, within the field of educational motivation, and most precisely in the context of foreign language (L2) learning, attribution theory (AT) has not received sufficient attention. A few studies have explored the attributions to success and failure of foreign language students from a qualitative approach (e.g., Gabillon, 2013;Gonzalez, 2011;Williams & Burden, 1997Williams, Burden, & Al-Baharna, 2001;Williams, Burden, & Lanvers, 2002;Williams, Burden, Poulet, & Maun, 2004;Yan & Li, 2008), while a few others have attempted to measure these attributions quantitatively by using questionnaires that were not always properly designed, piloted and statistically validated to be fit for the study (Gobel & Mori, 2007;Ishikawa, Negi, & Tajima, 2011;Pishghadam & Modarresi, 2008;Pishghadam & Zabihi, 2011;Wu, 2011).…”

Section: Introductionmentioning

confidence: 99%

Successful language learning in a corporate setting: The role of attribution theory and its relation to intrinsic and extrinsic motivation

Kálmán

Eugenio

2015

SSLLT

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Attribution theory (Weiner, 1985) and self-determination theory (Deci & Ryan, 1985) have been explored as contributors to L2 motivation (cf. Dörnyei, 2001) but have never been studied quantitatively in concert. In addition, students' attributions for success in learning a foreign language have never been measured through the use of a questionnaire. The aim of this paper is therefore (a) to develop a questionnaire with reliable constructs that allows to measure adult learners' attributions for their success in learning English in a corporate setting, (b) to investigate these learners' attributions, and (c) to investigate the relationship between students' attributions and the constructs of Intrinsic and Extrinsic motivation central to self-determination theory. Our main results show that among the attributions measured, interest, effort and corporate culture seemed to be the main causes that students recognised as directly involved in their success in learning English. Of all the attributional scales, interest and ability appeared to importantly contribute to intrinsic motivation, while corporate culture, encounters with foreign professionals and ability contributed to a lower extent to extrinsic motivation. It must be noted, however, that attributions for success to teacher and task were so consistently high that they could not be reliably measured with the questionnaire.

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“…They concluded that those who attributed success to internal factors, such as ability or effort, demonstrated more self-regulated language learning behaviors. Gobel and Mori (2007) conducted a research with the aim of constructing a questionnaire of attributions and also examining the relationship between EFL language learning and attributional beliefs among two hundred and thirty-three EFL students in Japan. The results of their study highlighted significant relationships between ability, task difficulty, and exam scores in oral communication and reading classes.…”

Section: Perceived Attributions In Second and Foreign Language Conmentioning

confidence: 99%

Learners‟ Attributional Beliefs in Success or Failure and Their Performance on the Interchange Objective Placement Test

Hashemi¹,

Zabihi²

2011

TPLS

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Abstract-Although attribution theory has been applied in many fields of education as a way of understanding individual differences, it has somewhat been neglected by professionals in ELT to date. This study has thus sought to investigate the role of EFL learners' attributions for success and failure in learning a foreign language and their performance on placement tests. Three instruments, namely, the Interchange Objective Placement Test (Lesley, Hansen, & Zukowski-Faust, 2005), the Revised Causal Dimension Scale, and the Language Achievement Attribution Scale were administered to 96 Iranian Intermediate EFL learners studying at English language institutes. Attributional properties and causal attributions were compared with learners' English language proficiency scores. Pearson product-moment correlation was applied to the data in order to see if there was any significant relationship between learners' attributions of success and failure and their English language proficiency. The results showed significant correlations between LAAS as well as CDS-II subscales and learners' proficiency scores. Results from Regression Analysis for causal attributions and proficiency scores indicated that effort attribution was the best predictor of high scores, but task difficulty attribution was the best predictor of low scores, in proficiency. Moreover, results from Regression Analysis for attributional properties and proficiency scores indicated that internal locus positively, but external control negatively, predicted students' foreign language proficiency. At the end, what the results of the study may tell us about language teaching and learning is considered.

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Success and failure in the EFL classroom

Cited by 30 publications

References 0 publications

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

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

Successful language learning in a corporate setting: The role of attribution theory and its relation to intrinsic and extrinsic motivation

Learners‟ Attributional Beliefs in Success or Failure and Their Performance on the Interchange Objective Placement Test

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