High School Students' Attributions of Success in English Language Learning

Autor/inn/en	Bouchaib, Benzehaf; Ahmadou, Bouylmani; Abdelkader, Sabil
Titel	High School Students' Attributions of Success in English Language Learning
Quelle	In: International Journal of Instruction, 11 (2018) 2, S.89-102 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Foreign Countries; High School Students; Student Attitudes; Academic Achievement; Success; Second Language Learning; English (Second Language); Attribution Theory; Self Evaluation (Individuals); Questionnaires; Likert Scales; Semi Structured Interviews; Educational Environment; Teaching Methods; Statistical Analysis; Morocco + Suchen Sie Ihr Suchwort? Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Schulleistung; Erfolg; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Fragebogen; Likert-Skala; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teaching method; Lehrmethode; Unterrichtsmethode; Statistische Analyse; Marokko
Abstract	Research into students' attributional causes for success in language acquisition is currently receiving considerable attention. Situated within Weiner's attribution theory (1992), the present study aims to research factors contributing to success in foreign language learning with specific focus on the role of perceived causal attributions. The participants are 113 students from three high schools in El Jadida, Morocco. The instrument of data collection is a questionnaire and a follow-up interview. More specifically, the participants identify the causes that they think lead to success in English language learning and make an evaluation of themselves in respect of whether they think they are successful EFL learners thus far. Findings from both data sets show that students attribute success in foreign language learning mostly to external factors with class atmosphere and teaching method ranking highest. Also, a significant difference is noted between students who perceive themselves as 'successful' and those who perceive themselves as 'unsuccessful' in terms of effort and time distribution in learning English. In light of the results, important implications are drawn for different stakeholders. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01