The Relationship between Ideal L2 Self, Achievement Attributions and L2 Achievement

Autor/inn/en	Çagatay, Sibel; Erten, Ismail Hakki
Titel	The Relationship between Ideal L2 Self, Achievement Attributions and L2 Achievement
Quelle	In: Eurasian Journal of Applied Linguistics, 6 (2020) 3, S.337-359 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Çagatay, Sibel) ORCID (Erten, Ismail Hakki)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2149-1135
Schlagwörter	Correlation; Self Concept; Academic Achievement; Second Language Learning; Second Language Instruction; English (Second Language); Attribution Theory; State Universities; College Students; Student Attitudes; Scores; Academic Ability; Teacher Effectiveness; Classroom Environment; Predictor Variables; At Risk Students; Instructional Design; Intervention; Learning Motivation; Foreign Countries; Measures (Individuals); Turkey + Suchen Sie Ihr Suchwort? Korrelation; Selbstkonzept; Schulleistung; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Staatliche Universität; Collegestudent; Schülerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Klassenklima; Unterrichtsklima; Prädiktor; Lesson concept; Lessonplan; Unterrichtsentwurf; Motivation for studies; Lernmotivation; Ausland; Messdaten; Türkei
Abstract	This study examines whether learners' (high vs. low) 'ideal L2 self' exerts an effect on causal attributions and which of these causal attributions could predict future L2 achievement. To this end, 1006 EFL students were invited from a state university in Ankara, Turkey. The data were collected with an attribution scale composed of 29 questions and with a questionnaire containing 10 items measuring learners' ideal L2 self. The researchers also collected the students' achievement scores to measure the predictive power of causal attributions. The impact of high and low ideal L2 self on causal attributions was analyzed through MANOVA and the prediction power of these attributions for achievement was measured through regression analysis using SPSS 23. It was found that learners' ideal L2 self (high vs. low) influenced causal attributions, including ability, school system, teacher, family and classroom environment. It was also found that the attribution to effort, luck and ability are the best predictors of future exam scores of learners. These predictors could provide insightful implications for EFL teachers with regard to the actions they can take in order to diagnose motivationally at-risk students and to boost their motivation through effective designs of interventions embedded into the curriculum. (As Provided).
Anmerkungen	Eurasian Journal of Applied Linguistics. Canakkale Onsekiz Mart University, Anafartalar Campus Faculty of Education Department of Foreign Language Education, Canakkale 07100, Turkey. e-mail: editor@ejal.info; Website: https://www.ejal.info/index.php/ejal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01