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ELT Journal Advance Access published online on May 7, 2009
ELT Journal, doi:10.1093/elt/ccp031
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© The Author 2009. Published by Oxford University Press; all rights reserved.

Attribution and learning English as a foreign language

Matthew Peacock

Matthew Peacock teaches in the Department of English at the City University of Hong Kong. His current interests include EFL theory and methodology, L2 teacher education, ESP (English for specific purposes), and attribution

Email: enmatt{at}cityu.edu.hk


  Abstract

Learner attributions, perceived causes of success and failure, have received little attention in EFL research. Attributions are categorized as either internal (for example effort) or external (for example luck) and may affect how students learn about and impose order on their world. We investigated the attributions of 505 university students in Hong Kong and the connections between attribution and proficiency, gender, and academic discipline. Student interviews identified 26 common attributions, which were listed in a questionnaire: students were asked to what they attributed EFL success or failure. Follow-up interviews investigated the origins of attributions. Also, 40 EFL teachers were asked to what they attributed student success and failure. Many statistically significant differences were found between attribution and EFL proficiency, gender, and academic discipline and between student and teacher opinions. We conclude that attribution affects proficiency, effort, and persistence. Finally, suggestions are made for learner training and teacher action in the EFL classroom.

Final revised version received January 2009


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