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Teachers' and Students' Attribution of EFL Success and Failure in a Chinese High School
Thu, May 4, 2:30 to 4:00pm CDT (2:30 to 4:00pm CDT), Division C Virtual Sessions, Division C - Section 2b: Learning and Motivation in Social and Cultural Contexts Virtual Paper RoomAbstract
This paper aims to compare teachers’ and students’ causal ascription and perception of attributional dimensions of EFL (English as Foreign Language) success and failure in a Chinese high school. Based on Weiner’s attributional theory, it investigates the beliefs of teachers and students about English learning achievements and the dimensions on which they place each cause. According to questionnaires which are the main research methods, it is presented that students attribute effort to success and indolence to failure, and the causes they most valued are internal, stable, and personally controllable. The research helps reveal the hidden perceptions of students and teachers towards students’ academic achievement.