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TURKISH UNIVERSITY STUDENTS’ CAUSAL ATTRIBUTIONS TO THEIR PERCEIVED ACHIEVEMENTS AND FAILURES IN LEARNING ENGLISH

Yıl 2021, Cilt 3, Sayı 1, 157 - 173, 27.06.2021
https://doi.org/10.35452/caless.2021.8

Öz

This study aimed to look into Turkish learners’ examples of success and failure, and attributions to their perceived achievements and failures in learning English as a foreign language. Data were collected from 41 students majoring in physics, metallurgy engineering and paramedics at a public university in Turkey. An open-ended questionnaire was translated into Turkish and delivered to the students to obtain data. Research findings firstly showed that one-third of the participants did not recount an example of success or failure, which might point out learners’ lack of self-awareness and self-assessment. Furthermore, their examples of success and failure mainly were grade-oriented. This finding might display the influence of the Turkish educational system focusing on academic achievement which is primarily evaluated by exam results. Secondly, students were found to attribute both their achievements and failures to effort as an internal and controllable factor. Another important factor was found to be motivation; hence the importance of motivating university students who claimed their own responsibility for success and failure arises.

Kaynakça

  • Akdoğan, S. (2010). Teachers’ and instructors’ views about the problems experienced in foreign language teaching in Turkey and foreign language schools as a proposal for solution [Unpublished MA thesis]. Fırat University, The Institute of Social Sciences.
  • Benson, P. (2001). Teaching and researching autonomy in language learning. Pearson Education.
  • Benson, P. (2006). Autonomy in language teaching and learning. Language Teaching, 40, 21-40. https://doi.org/10.1017/S0261444806003958 British Council & TEPAV (2015). Türkiye’de yükseköğretim kurumlarındaki İngilizce eğitimi. Yorum Basın Yayın.
  • Can, B. (2005). An analysis of elementary school teachers’ causal attributions related to self-identified success and failure [Unpublished master’s thesis]. Boğaziçi University, Institute of Social Sciences.
  • Creswell, J.W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson Prentice Hall.
  • Çelebi, M.D. (2006). Türkiye’de anadili eğitimi ve yabancı dil öğretimi. Erciyes Üniversitesi, Sosyal Bilimler Enstitüsü Dergisi, 21 (2), 285-307. https://dergipark.org.tr/en/download/article-file/219375
  • Demir, Y. (2017). Turkish EFL learners' attributions for success and failure in speaking English. International Journal of Contemporary Educational Research, 4 (2), 39-47. https://files.eric.ed.gov/fulltext/EJ1207565.pdf
  • Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. The Modern Language Journal, 78 (3), 273-284. http://www.jstor.org/stable/330107?origin=JSTOR-pdf
  • Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum.
  • Erten, İ. H. (2015). Age related gender differences in causal attributions of Turkish learners of English as a foreign language. ELT Research Journal, 4(2), 129-146. https://dergipark.org.tr/en/download/article-file/296303
  • Fogle, D. O. (1978).Learned helplessness and learned restlessness. Psychotherapy: Theory, Research and Practice, 15 (1), 39-47. http://www.csun.edu/~ainslab/readings/Anna/Fogle_Learned%20helplessness.pdf
  • Gömleksiz, M.N. (2002). Üniversitelerde yürütülen yabancı dil derslerine ilişkin öğrenci görüşlerinin değerlendirilmesi (Fırat Üniversitesi örneği). Fırat Üniversitesi Sosyal Bilimler Dergisi, 12 (1), 143-158. https://dergipark.org.tr/en/download/article-file/71986#page=147
  • Hashemi, M. R., & Zabihi, R. (2011). Learners' attributional beliefs in success or failure and their performance on the interchange objective placement test. Theory & Practice in Language Studies, 1(8), 954-960. https://doi.org/10.4304/tpls.1.8.954-960
  • İngilizce öğretmeyi bilemedik. (April 27, 2006). Radikal. http://www.radikal.com.tr/turkiye/ingilizce-ogretmeyi-bilemedik-778735/
  • Kara, M. (2020). Eğitim paydaşlarının görüşleri doğrultusunda Türk eğitim sisteminin sorunları. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 21(3), 1650-1694. https://doi.org/10.29299/kefad.853999
  • Kirriemuir, J., & McFarlane, A. (2006). Literature review in games and learning. Report 8, 1-35. Bristol: Futurelab Series. https://lchc.ucsd.edu/tclearninglounge/ROOT/Camille/readings/kirriemuir_lit%20on%20games.pdf
  • Klimova, B. (2015). The role of feedback in EFL classes. Procedia-Social and Behavioral Sciences, 199, 172-177. https://doi.org/10.1016/j.sbspro.2015.07.502
  • Lebedina-Manzoni, M. (2004). To what students attribute their academic successes and unsuccesses. Education, 124 (4), 699-708. http://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=0&sid=1a00ba6f-49f1-4610-b1fc-b75f3f31ce6f%40sessionmgr103
  • Little, A.W. (1985). The child's understanding of the causes of academic success and failure: a case study of British schoolchildren. British Journal of Educational Psychology, 55 (1), 11-23. https://doi.org/10.1111/j.2044-8279.1985.tb02601.x
  • Little, D. (1997). Language awareness and the autonomous language learner. Language Awareness, 6 (2&3), 93-104. https://doi.org/10.1080/09658416.1997.9959920
  • Loi, D. P., Thi, N., & Uyen, L. (2016). Motivating EFL classroom participation by rewarding at a language center in Ho Chi Minh City, Vietnam. Journal of Applied Linguistics and Language Research, 3(5), 177-189. http://www.jallr.com/index.php/JALLR/article/view/378/pdf378
  • Maier, S.F., & Seligman, M.E. (1976). Learned helplessness: Theory and evidence. Journal of Experimental Psychology: General, 105 (1), 3-46. https://doi.org/10.1037/0096-3445.105.1.3
  • Mohammadi, A., & Sharififar, M. (2016). Attributions for success and failure: Gender and language proficiency differences among Iranian EFL learners. Theory and Practice in Language Studies, 6(3), 518. http://dx.doi.org/10.17507/tpls.0603.09
  • Nicol, D.J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31 (2), 199-218. https://doi.org/10.1080/03075070600572090
  • Paker, T. (2012). Türkiye’de neden yabancı dil (İngilizce) öğretemiyoruz ve neden öğrencilerimiz iletişim kurabilecek düzeyde İngilizce öğrenemiyor? Pamukkale University Journal of Education, 32 (2), 89-94. https://doi.org/10.9779/PUJE563
  • Patton, M. (1990). Qualitative Evaluation and Research Methods. Sage Publications.
  • Peacock, M. (2010). Attribution and learning English as a foreign language. ELT Journal, 64 (2), 184-193. https://doi.org/10.1093/elt/ccp031
  • Posada-Ortiz, J. & Garzón-Duarte, E. (2019). Autobiographies: a tool to depict English language learning experiences. GiST Education and Learning Research Journal, 18, 161-179. https://doi.org/10.26817/16925777.447
  • Taşkıran, A. (2010). Exploring EFL Students’ Causal Attributions of Perceived Success and Failure in Language Learning Process. [Unpublished master’s thesis]. Anadolu University, Institute of Educational Sciences.
  • Thamraksa, C. (2005). Metacognition: A key to success for EFL learners. BU Academic Review, 4(1), 95-99. https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.533.6137&rep=rep1&type=pdf
  • Tsang, W. K., & Wong, M. (2002). Conversational English: An interactive, collaborative, and reflective approach. Richards, J. C. & Renandya, W. A. (Eds.) Methodology in Language Teaching: An Anthology of Current Practice (pp. 212-224). Cambridge University Press.
  • Weiner, B. (1972). Attribution theory, achievement motivation, and the educational process. Review of Educational Research, 42 (2), 203-215. https://doi.org/10.2307/1170017
  • Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92 (4), 548-573. https://doi.org/10.1037/0033-295X.92.4.548
  • Williams, M., & Burden, R. (2002). Students’ developing conceptions of themselves as language learners. The Modern Language Journal, 83 (2), 193-201. https://doi.org/10.1111/0026-7902.00015
  • Williams, M., Burden, R., Poulet, G., & Maun, I. (2004). Learners' perceptions of their successes and failures in foreign language learning. The Language Learning Journal, 30, 19-29. https://doi.org/10.1080/09571730485200191
  • Yavuz, A., & Höl, D. (2017) Investigation of Turkish EFL learners’ attributions on success and failure in learning English. Journal of Language and Linguistic Studies, 13(2), 379-396. https://dergipark.org.tr/en/download/article-file/440778
  • Zimmerman, B.J. (2002). Becoming a self-regulated learner: an overview. Theory into Practice, 41 (2), 64-70. https://doi.org/10.1207/s15430421tip4102_2

Yıl 2021, Cilt 3, Sayı 1, 157 - 173, 27.06.2021
https://doi.org/10.35452/caless.2021.8

Öz

Kaynakça

  • Akdoğan, S. (2010). Teachers’ and instructors’ views about the problems experienced in foreign language teaching in Turkey and foreign language schools as a proposal for solution [Unpublished MA thesis]. Fırat University, The Institute of Social Sciences.
  • Benson, P. (2001). Teaching and researching autonomy in language learning. Pearson Education.
  • Benson, P. (2006). Autonomy in language teaching and learning. Language Teaching, 40, 21-40. https://doi.org/10.1017/S0261444806003958 British Council & TEPAV (2015). Türkiye’de yükseköğretim kurumlarındaki İngilizce eğitimi. Yorum Basın Yayın.
  • Can, B. (2005). An analysis of elementary school teachers’ causal attributions related to self-identified success and failure [Unpublished master’s thesis]. Boğaziçi University, Institute of Social Sciences.
  • Creswell, J.W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson Prentice Hall.
  • Çelebi, M.D. (2006). Türkiye’de anadili eğitimi ve yabancı dil öğretimi. Erciyes Üniversitesi, Sosyal Bilimler Enstitüsü Dergisi, 21 (2), 285-307. https://dergipark.org.tr/en/download/article-file/219375
  • Demir, Y. (2017). Turkish EFL learners' attributions for success and failure in speaking English. International Journal of Contemporary Educational Research, 4 (2), 39-47. https://files.eric.ed.gov/fulltext/EJ1207565.pdf
  • Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. The Modern Language Journal, 78 (3), 273-284. http://www.jstor.org/stable/330107?origin=JSTOR-pdf
  • Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum.
  • Erten, İ. H. (2015). Age related gender differences in causal attributions of Turkish learners of English as a foreign language. ELT Research Journal, 4(2), 129-146. https://dergipark.org.tr/en/download/article-file/296303
  • Fogle, D. O. (1978).Learned helplessness and learned restlessness. Psychotherapy: Theory, Research and Practice, 15 (1), 39-47. http://www.csun.edu/~ainslab/readings/Anna/Fogle_Learned%20helplessness.pdf
  • Gömleksiz, M.N. (2002). Üniversitelerde yürütülen yabancı dil derslerine ilişkin öğrenci görüşlerinin değerlendirilmesi (Fırat Üniversitesi örneği). Fırat Üniversitesi Sosyal Bilimler Dergisi, 12 (1), 143-158. https://dergipark.org.tr/en/download/article-file/71986#page=147
  • Hashemi, M. R., & Zabihi, R. (2011). Learners' attributional beliefs in success or failure and their performance on the interchange objective placement test. Theory & Practice in Language Studies, 1(8), 954-960. https://doi.org/10.4304/tpls.1.8.954-960
  • İngilizce öğretmeyi bilemedik. (April 27, 2006). Radikal. http://www.radikal.com.tr/turkiye/ingilizce-ogretmeyi-bilemedik-778735/
  • Kara, M. (2020). Eğitim paydaşlarının görüşleri doğrultusunda Türk eğitim sisteminin sorunları. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 21(3), 1650-1694. https://doi.org/10.29299/kefad.853999
  • Kirriemuir, J., & McFarlane, A. (2006). Literature review in games and learning. Report 8, 1-35. Bristol: Futurelab Series. https://lchc.ucsd.edu/tclearninglounge/ROOT/Camille/readings/kirriemuir_lit%20on%20games.pdf
  • Klimova, B. (2015). The role of feedback in EFL classes. Procedia-Social and Behavioral Sciences, 199, 172-177. https://doi.org/10.1016/j.sbspro.2015.07.502
  • Lebedina-Manzoni, M. (2004). To what students attribute their academic successes and unsuccesses. Education, 124 (4), 699-708. http://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=0&sid=1a00ba6f-49f1-4610-b1fc-b75f3f31ce6f%40sessionmgr103
  • Little, A.W. (1985). The child's understanding of the causes of academic success and failure: a case study of British schoolchildren. British Journal of Educational Psychology, 55 (1), 11-23. https://doi.org/10.1111/j.2044-8279.1985.tb02601.x
  • Little, D. (1997). Language awareness and the autonomous language learner. Language Awareness, 6 (2&3), 93-104. https://doi.org/10.1080/09658416.1997.9959920
  • Loi, D. P., Thi, N., & Uyen, L. (2016). Motivating EFL classroom participation by rewarding at a language center in Ho Chi Minh City, Vietnam. Journal of Applied Linguistics and Language Research, 3(5), 177-189. http://www.jallr.com/index.php/JALLR/article/view/378/pdf378
  • Maier, S.F., & Seligman, M.E. (1976). Learned helplessness: Theory and evidence. Journal of Experimental Psychology: General, 105 (1), 3-46. https://doi.org/10.1037/0096-3445.105.1.3
  • Mohammadi, A., & Sharififar, M. (2016). Attributions for success and failure: Gender and language proficiency differences among Iranian EFL learners. Theory and Practice in Language Studies, 6(3), 518. http://dx.doi.org/10.17507/tpls.0603.09
  • Nicol, D.J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31 (2), 199-218. https://doi.org/10.1080/03075070600572090
  • Paker, T. (2012). Türkiye’de neden yabancı dil (İngilizce) öğretemiyoruz ve neden öğrencilerimiz iletişim kurabilecek düzeyde İngilizce öğrenemiyor? Pamukkale University Journal of Education, 32 (2), 89-94. https://doi.org/10.9779/PUJE563
  • Patton, M. (1990). Qualitative Evaluation and Research Methods. Sage Publications.
  • Peacock, M. (2010). Attribution and learning English as a foreign language. ELT Journal, 64 (2), 184-193. https://doi.org/10.1093/elt/ccp031
  • Posada-Ortiz, J. & Garzón-Duarte, E. (2019). Autobiographies: a tool to depict English language learning experiences. GiST Education and Learning Research Journal, 18, 161-179. https://doi.org/10.26817/16925777.447
  • Taşkıran, A. (2010). Exploring EFL Students’ Causal Attributions of Perceived Success and Failure in Language Learning Process. [Unpublished master’s thesis]. Anadolu University, Institute of Educational Sciences.
  • Thamraksa, C. (2005). Metacognition: A key to success for EFL learners. BU Academic Review, 4(1), 95-99. https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.533.6137&rep=rep1&type=pdf
  • Tsang, W. K., & Wong, M. (2002). Conversational English: An interactive, collaborative, and reflective approach. Richards, J. C. & Renandya, W. A. (Eds.) Methodology in Language Teaching: An Anthology of Current Practice (pp. 212-224). Cambridge University Press.
  • Weiner, B. (1972). Attribution theory, achievement motivation, and the educational process. Review of Educational Research, 42 (2), 203-215. https://doi.org/10.2307/1170017
  • Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92 (4), 548-573. https://doi.org/10.1037/0033-295X.92.4.548
  • Williams, M., & Burden, R. (2002). Students’ developing conceptions of themselves as language learners. The Modern Language Journal, 83 (2), 193-201. https://doi.org/10.1111/0026-7902.00015
  • Williams, M., Burden, R., Poulet, G., & Maun, I. (2004). Learners' perceptions of their successes and failures in foreign language learning. The Language Learning Journal, 30, 19-29. https://doi.org/10.1080/09571730485200191
  • Yavuz, A., & Höl, D. (2017) Investigation of Turkish EFL learners’ attributions on success and failure in learning English. Journal of Language and Linguistic Studies, 13(2), 379-396. https://dergipark.org.tr/en/download/article-file/440778
  • Zimmerman, B.J. (2002). Becoming a self-regulated learner: an overview. Theory into Practice, 41 (2), 64-70. https://doi.org/10.1207/s15430421tip4102_2

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim, Eğitim Araştırmaları
Bölüm Araştırma Makaleleri
Yazarlar

Sevgi GÖKÇE (Sorumlu Yazar)
Eskişehir Osmangazi Üniversitesi Yabancı Diller Yüksekokulu
0000-0003-0727-4429
Türkiye

Yayımlanma Tarihi 27 Haziran 2021
Yayınlandığı Sayı Yıl 2021, Cilt 3, Sayı 1

Kaynak Göster

APA Gökçe, S. (2021). TURKISH UNIVERSITY STUDENTS’ CAUSAL ATTRIBUTIONS TO THEIR PERCEIVED ACHIEVEMENTS AND FAILURES IN LEARNING ENGLISH . International Journal of Current Approaches in Language, Education and Social Sciences , 3 (1) , 157-173 . DOI: 10.35452/caless.2021.8

Uluslararası Dil, Eğitim ve Sosyal Bilimlerde Güncel Yaklaşımlar Dergisi (CALESS)