THE BLAME GAME: UNIVERSITY STUDENTS’ FAILURE ATTRIBUTIONS IN LEARNING ENGLISH

Year 2024, Volume: 6 Issue: 2, 155 - 177, 30.12.2024

Ertan Yazıcı

https://doi.org/10.35452/caless.1533977

Abstract

This qualitative single case study investigated failure attributions among the Turkish university students. A total number of 39 English preparatory repeat level students learning English at the school of foreign languages of a public university in Türkiye participated in the study. The data were collected by means of a survey consisting of a written interview form, and semi-structured individual interviews. The analysis of the data showed that lessons, homework, instructors, absenteeism, exams, and family were the participants' external failure attributions. However, their internal attributions were concerned with not studying enough, attitudes towards English, study habits, and inability to adapt. The participants’ suggestions were related to more increased commitment to improve English proficiency, instructors’ roles, learning vocabulary, less homework, medium of communication and instruction, and more exposure to English for decreasing failure at the research context among prospective English students.

Keywords

perceived failure, external attribution, internal attribution, English preparatory school, repeat students

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