Students and Teachers' Causal Attributions to Course Failure and Repetition in an ELT Undergraduate Program

Autor/inn/en	Rojas-Barreto, Lisseth S.; Artunduaga-Cuellar, Marco T.
Titel	Students and Teachers' Causal Attributions to Course Failure and Repetition in an ELT Undergraduate Program
Quelle	In: English Language Teaching, 11 (2018) 5, S.39-54 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Foreign Countries; Undergraduate Students; Student Attitudes; College Faculty; Teacher Attitudes; Attribution Theory; Academic Failure; Repetition; Second Language Learning; English (Second Language); Qualitative Research; Grounded Theory; Questionnaires; Likert Scales; Semi Structured Interviews; Study Habits; Economic Factors; Communicative Competence (Languages); Family Problems; Colombia + Suchen Sie Ihr Suchwort? Ausland; Schülerverhalten; Fakultät; Lehrerverhalten; Wiederholung; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Qualitative Forschung; Fragebogen; Likert-Skala; Study behavior; Study behaviour; Studienverhalten; Ökonomischer Faktor; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Familienkrise; Kolumbien
Abstract	This article is the product of a diagnostic research study conducted by two professors from the APRENAP research group at Universidad Surcolombiana from Neiva, Huila, Colombia. The study aimed at looking into the causes for the English courses repetition phenomenon which was evident among many students especially in the advanced semesters at the ELT undergraduate program in the university. The main purpose of this qualitative study that followed the Grounded Theory principles was to determine to which factors the academic community of the program--professors and students--attributed the constant failure and repetition of advanced English courses by some students. Findings gathered from the analysis of a questionnaire and a semi-structured interview evidenced that variables such as a lack of autonomous learning habits, economic, labor and family responsibilities, and few hours of class, among others, affect negatively students' foreign language learning. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01