Article published in:EUROSLA Yearbook: Volume 7 (2007)
Edited by Leah Roberts, Ayşe Gürel, Sibel Tatar and Leyla Martı
[EUROSLA Yearbook 7] 2007
► pp. 149–169
Success and failure in the EFL classroom
Exploring students’ attributional beliefs in language learning
This paper describes a study into learners’ attributions for success and failure in learning English as a foreign language. The study investigated perceived reasons for successes and failures on actual language learning tasks in both oral communication and reading classes, looking at how learners judge their successes and failures, and their range of attributions. A questionnaire was created based on attribution theory focusing on the attributions of ability, effort, task difficulty, and luck and was administered to 233 Japanese first-year university students. A significant relationship between exam scores and the attributions of ability, task difficulty and likes was found, with attributions for failure focusing on internal causes and attributions for success on external causes. The theoretical structure of causal attributions is discussed, and the implications that can be drawn with regard to cultural bias, language teaching and the nature of the learning environment are considered.
Published online: 10 August 2007
Cited by 9 other publications
Dong, Ying, Robert H. Stupnisky & J. Colleen Berry
Dong, Ying, Robert H. Stupnisky, Masela Obade, Tammy Gerszewski & Joelle C. Ruthig
Erten, İsmail Hakkı & Robert L. Burden
Finn, Heather B.
Marek, Michael W. & Wen-Chi Vivian Wu
Soriano‐Ferrer, Manuel & Elena Alonso‐Blanco
ÇAĞATAY, Sibel & İ̇smail Hakkı ERTEN
손성희 & Na Young Jeon
This list is based on CrossRef data as of 30 october 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.