Abstract
Learner attributions, perceived causes of success and failure, have received considerable attention. However, very little research has been carried out in the area of learning foreign languages. This empirical study investigated Turkish EFL students’ attributions in reading. The aims of the study were (1) to investigate university students’ attributions for success and failures in second language reading and (2) to examine the ways in which these vary according to gender, proficiency and teacher opinions. Student questionnaires identified 13 common attributions. Also, 17 EFL teachers were asked to what they attributed student success and failure in reading. Many statistically significant differences were found between attribution and gender, proficiency, and between student and teacher opinions. The study concludes with a set of pedagogical implications for the teaching and learning of English reading.
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