Failure Attributions and Metacognitive Awareness of EFL Learners

Autor/in	Günes, Özlem
Titel	Failure Attributions and Metacognitive Awareness of EFL Learners
Quelle	In: Language Awareness, 31 (2022) 1, S.53-72 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Günes, Özlem)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-8416
DOI	10.1080/09658416.2021.1960538
Schlagwörter	Metacognition; Metalinguistics; Second Language Learning; Second Language Instruction; English (Second Language); Case Studies; Secondary School Students; Correlation; Foreign Countries; Measures (Individuals); Attribution Theory; Failure; Student Attitudes; Turkey + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Metalanguage; Metasprache; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Case study; Fallstudie; Case Study; Sekundarschüler; Korrelation; Ausland; Messdaten; Schülerverhalten; Türkei
Abstract	Foreign language learners' failure in learning English despite many years of language instruction in state schools has been a widely discussed topic. However, relatively few studies have attempted to explore possible effects of failure attributions and metacognitive awareness on language learning. As metacognitive awareness is an acknowledged prerequisite for language performance and as attributions determine future expectancy for success in language learning, the relationship between both concepts deserves closer attention. This case study, conducted with 218 Turkish EFL learners in an upper secondary state school in Turkey, aims to reveal language learners' failure attributions and their metacognitive awareness levels, and investigates the relationship between both variables. To this end, the Metacognitive Awareness Inventory and the Multidimensional-Multiattributional Causality Scale were translated into and applied in Turkish. Descriptive statistics, t-tests, one-way ANOVA and Pearson correlation test were run for data analysis. The findings indicated that language learners have high metacognitive awareness levels and explain their failure in learning English with their lack of effort. A weak negative correlation among achievement attributions and metacognitive awareness levels was also revealed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01