Achievement Attributions of Preparatory Class Learners in Learning English

Autor/inn/en	Paker, Turan; Özkardes-Dögüs, Alev
Titel	Achievement Attributions of Preparatory Class Learners in Learning English
Quelle	In: Journal of Language and Linguistic Studies, 13 (2017) 2, S.109-135 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Paker, Turan) ORCID (Özkardes-Dögüs, Alev)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-578X
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Academic Achievement; Correlation; Interviews; Gender Differences; Language Proficiency; Statistical Analysis; Questionnaires; College Preparation; Language Teachers; Teacher Effectiveness; Student Attitudes; Content Analysis; Vocabulary Skills; Attribution Theory; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Schulleistung; Korrelation; Interviewing; Interviewtechnik; Geschlechterkonflikt; Language skill; Language skills; Sprachkompetenz; Statistische Analyse; Fragebogen; Language teacher; Sprachunterricht; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schülerverhalten; Inhaltsanalyse; Aktiver Wortschatz; Ausland; Türkei
Abstract	The aim of the study is to find out the achievement attributions of preparatory class learners studying at preintermediate and intermediate levels for their perceived success or failure, and to investigate whether there is a significant relationship between achievement attributions of learners, their gender and level of language proficiency. The data were gathered through a questionnaire and a follow up interview with the participants. First of all, the questionnaire was administered to 223 participants, university English preparatory students. Then, 50 of the participants were interviewed to gain more insight about their perceptions. The quantitative data were analyzed by using descriptive statistics and independent sample t-tests, and the qualitative data were analyzed by means of content analysis. The results revealed that successful learners ascribed "having a successful teacher" as the most important attribution. In addition, internal and controllable causes such as "having self-confidence," "enjoying learning English" and "being interested in English" were the three outstanding attributions of successful learners. On the other hand, unsuccessful learners attributed their failure most to "lack of enough vocabulary" as well as to external, stable and uncontrollable factors such as "difficulty of exams," "short education term to learn English," and "lack of background education" at reasonably high level. In terms of gender, while females attributed success to studying English adequately, listening to the teacher carefully, reading books more than male learners, and getting help from others (friends, instructors, other sources) if necessary more than male learners, male learners found learning English easier than female ones did. In terms of proficiency level, the learners of intermediate level were more likely to view learning English as an easy task. In addition, the learners of pre-intermediate level seemed to depend more on their instructors. (As Provided).
Anmerkungen	Journal of Language and Linguistic Studies. Hacettepe Universitesi, Egitim Fakultesi B Blok, Yabanci Diller Egitimi Bolumu, Ingiliz Dili Egitimi Anabilim Dali, Ankara 06800, Turkey. e-mail: jllsturkey@gmail.com; Web site: http://www.jlls.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01