Science and engineering students' attributions for success and failure in the EFL classroom

บทความในวารสาร

ผู้เขียน/บรรณาธิการ

กลุ่มสาขาการวิจัยเชิงกลยุทธ์

ไม่พบข้อมูลที่เกี่ยวข้อง

รายละเอียดสำหรับงานพิมพ์

รายชื่อผู้แต่ง: Thepsiri K., Pojanapunya P.

ปีที่เผยแพร่ (ค.ศ.): 2010

วารสาร: Journal of Asia TEFL (1738-3102)

Volume number: 7

Issue number: 3

หน้าแรก: 29

หน้าสุดท้าย: 57

จำนวนหน้า: 29

นอก: 1738-3102

URL: https://www.scopus.com/inward/record.uri?eid=2-s2.0-78650810188&partnerID=40&md5=2a0ae4063a2c170b032e5fa2eb37d806

ภาษา: English-Great Britain (EN-GB)

บทคัดย่อ

Attribution for success and failure can be conducive to academic motivation, learning achievement, and learning expectations. This study investigated students' attributions for success and failure in learning English to find out whether or not their attributions differed according to the level of English proficiency. Two versions of questionnaires focusing on successful and unsuccessful learning experiences, including explanations for their success and failure, were distributed to 356 firstyear university students majoring in engineering- and science-related fields in Bangkok, Thailand. The results show that the students considered grades, teacher influence, classroom atmosphere, and effort as the factors that facilitated success, while they considered lack of ability, inappropriate learning strategy, lack of preparation, and lack of effort as failure attributions. The level of proficiency was found to be a factor influencing the formation of different views on attributions for success and failure. The results suggest that teachers and stakeholders in ELT should deal effectively with students' attributions in order to enhance student motivation and to facilitate expectations for success.

คำสำคัญ

Attributions, Attribution theory, Causal attributions, Success