Young EFL Learners’ Attributions of Perceived Success and Failure in English Language Learning

Abstract

The purpose of this study is to investigate young Turkish EFL learners’ attributions of success and failure in English language learning as well as comparing their instructors’ perceptions about the same issue. In addition, the match between TEOG scores and the perceived success of the students was investigated. Two instruments were used for the purposes of this study: a questionnaire and interview. A.Taşkıran’s (2010) questionnaire of attributions was adapted by the researcher for this study. The study took place in a combination of primary and middle school. The questionnaire was given to 195 students in total; 115 of them were 4th graders and 80 of them were 8th graders. Also, one instructor from each group was chosen to be interviewed for this study. The causes of success and failure listed by the students were analyzed through content analysis. Later it was compared both according to 4th graders’ and 8th graders’ responses and also with the instructors’ statements in the interview. Moreover, both 4th and 8th graders’ definition of success in learning English was analyzed via content analysis as well. Frequencies and percentages were found and tabulated and important inferences were made from them. The results showed that there are more students who perceive themselves as successful than unsuccessful, both in primary and middle school. Further findings were interpreted and valuable suggestions were made.



Author Information
Aslıhan Bağcı, Anadolu University, Turkey

Paper Information
Conference: ECLL2017
Stream: Individual differences

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