Do Adult English Language Learners and Their Teachers Have Similar Approaches to Success?

Autor/inn/en	Taskiran, Ayse; Aydin, Belgin
Titel	Do Adult English Language Learners and Their Teachers Have Similar Approaches to Success?
Quelle	In: Journal on Efficiency and Responsibility in Education and Science, 11 (2018) 1, S.1-8 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2336-2375
Schlagwörter	Adult Students; English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Teacher Attitudes; Attribution Theory; Student Attitudes; Intensive Language Courses; Learning Motivation; Teacher Role; Teacher Student Relationship; Locus of Control; Foreign Countries; Academic Achievement; Academic Failure; Turkey + Suchen Sie Ihr Suchwort? Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Lehrerverhalten; Schülerverhalten; Intensivkurs; Sprachkurs; Motivation for studies; Lernmotivation; Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Schulleistung; Türkei
Abstract	This study explores the similarities and differences between adult language learners' and their teachers' attributions of perceived success and failure in learning English as a foreign language in an intensive program. It examines attributions along with three dimensions: locus of causality, stability and controllability. 319 students and 81 teachers responded to a self-administered questionnaire and reported more attributions for failure than for success. The most frequent attributions both groups stated were effort, teacher, motivation, and participation. Causal dimensionality patterns of success and failure-oriented students did not show much differences. They both had significantly more controllable and unstable attributions. Teachers' dimensionality patterns did not differ from that of the students except for locus of control dimension. Causal dimensionality of both teachers and students seemed to be healthy attributional styles according to Weiner's attributional model of achievement motivation. (As Provided).
Anmerkungen	Czech University of Life Sciences Prague. Czech University of Life Sciences Prague, Kamýcká 129, Prague 6 - Suchdol 165 00, Czech Republic. e-mail: editor@eriesjournal.com; Web site: https://www.eriesjournal.com/index.php/eries
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01