The relationship between academic self-concept, attributions, and L2 achievement

Erten, İsmail Hakkı; Burden, Robert

doi:10.1016/j.system.2014.01.006

Cited by 69 publications

(52 citation statements)

References 36 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Students' verbal accounts of learning and improvement in L2 reveal out their final perception of competence in English. This displays the dynamic nature of self-concept which changes over time through positive experiences provided by ER and confirms what Liu (2008), Erten and Burden (2014), and Walker (2015) revealed out about positive correlation between the language learning performance and FLSC. Although positive change in FLSC was observed in qualitative data, there was not a statistically significant difference between the groups, yet this does not devalue our study.…”

Section: Discussionsupporting

confidence: 83%

“…For example, the study of Liu (2008) with Taiwanian EFL college students showed that FLSC had positive correlation with reading and listening performances of the students and was a significant predictor in students' English proficiency. Another study conducted by Erten and Burden (2014) with 6 th grade Turkish students in Turkey showed a close relationship between both FLSC and language learning outcomes. Furthermore, the study of Walker (2015) with international students in pre-master course in a British university indicated the relationship between self-concept and competence perceptions and English language ability as well as the changes in self-concept of the students over the course.…”

Section: Foreign Language Self-concept (Flsc)mentioning

confidence: 89%

See 1 more Smart Citation

The Effects of Extensive Reading on Turkish Learners’ L2 Reading/Writing Performance and Foreign Language Self-Concept

Yilmaz¹,

Atay²,

Er³

2020

The Journal of AsiaTEFL

View full text Add to dashboard Cite

This study investigates the impact of extensive reading (ER) program, which integrates extensive reading with in-class follow-up writing activities, on Turkish EFL learners' L2 reading/writing and foreign language self-concept (FLSC). In this research, conducted in a Turkish university, experimental design was used and the experimental group was exposed to ER for six weeks different from the control group. Data was collected by means of L2 reading and writing tests and Foreign Language Self-concept Scale (FLSCS) (Er, 2007) given at the beginning and at the end of the intervention, and by means of focus group interviews carried out with 10 randomly chosen experimental group students. Analyses of the data showed a significant difference between control and experimental groups regarding their L2 reading and writing performance. The difference between the groups' FLSC was found to be insignificant, though within group analyses indicated that ER affected the students' FLSC positively. Qualitative data, interviews, supported the quantitative data and revealed that the project also improved students' motivation and self-confidence as well as various aspects of L2 language ability and fostered their positive self images as EFL learners. The insights gained from the study provide important implications for English language teaching programmes in EFL context.

show abstract

Section: Discussionsupporting

confidence: 83%

Section: Foreign Language Self-concept (Flsc)mentioning

confidence: 89%

The Effects of Extensive Reading on Turkish Learners’ L2 Reading/Writing Performance and Foreign Language Self-Concept

Yilmaz¹,

Atay²,

Er³

2020

The Journal of AsiaTEFL

View full text Add to dashboard Cite

show abstract

“…Despite a large number of attribution studies around the world, not many studies focused on learners learning English as a Foreign Language (EFL) in the Turkish context. Studies conducted in the Turkish context, similar to the others in the world, conclude effort, interest, teacher and ability as the most frequent attributions for success and effort, interest, class atmosphere and task difficulty attributions for failure (Erten and Burden, 2014;Şahinkarakaş, 2011). Yılmaz (2012) examined Turkish EFL students' and teachers' attributions in reading comprehension and investigated whether student attributions vary across gender, proficiency and teacher opinions.…”

Section: Review Of the Literaturementioning

confidence: 99%

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

Taşkıran

Aydın

2018

ERIES Journal

View full text Add to dashboard Cite

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

show abstract

“…effort, learning strategy, attention). Attributional beliefs may also be culturally conditioned, and correlate with L2 achievement (Erten & Burden 2014).…”

Section: Relatednessmentioning

confidence: 99%

The motivational dimension of language teaching

2017

View full text Add to dashboard Cite

Motivation is recognized as a vital component in successful second language learning, and has been the subject of intensive research in recent decades. This review focuses on a growing branch of this research effort, that which examines the motivational effects of language teaching. This is pertinent because, despite enhanced mobility and expanding access to foreign languages online, most learners' early encounters with the second language (L2) still take place in classrooms, and these encounters may shape attitudes and determine students' willingness to invest further in the L2. Four main types of research are reviewed: first, that which deliberately seeks to identify and evaluate strategies to motivate L2 learners; second, that which has tested the validity of psychological theories of motivation by applying their precepts in L2 classrooms; third, that which assesses the motivational effects of a pedagogical innovation or intervention; fourth, research on what has been too often the unintended outcome of language education, namely learner demotivation. The review highlights the complexity of the relationship between teaching and learner motivation but an attempt is made to articulate some emerging verities and to point towards the most promising avenues for future research.

show abstract

The relationship between academic self-concept, attributions, and L2 achievement

Cited by 69 publications

References 36 publications

The Effects of Extensive Reading on Turkish Learners’ L2 Reading/Writing Performance and Foreign Language Self-Concept

The Effects of Extensive Reading on Turkish Learners’ L2 Reading/Writing Performance and Foreign Language Self-Concept

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

The motivational dimension of language teaching

Contact Info

Product

Resources

About