Abstract
The study examined the attributions of Iranian English language learners for their successes and failure s in learning English as foreign language and to determine the relationship between learners' gender and attributions. Moreover, the relationship between their proficiency level and attributions was investigated. To this end, the Attribution Theory for Foreign Language Learners Questionnaire (ATFLL) was administered to 200 English language students studying in different private language institutes of Kerman and Mashhad, Iran. A theoretical framework adopted from Weiner (1986) was applied to categorize students' responses based on attributions (ability, effort, task difficulty and luck). To analyze the data, SPSS 22.0 was employed. The results of the study indicated that learners attributed their success and failure to both internal and external factors but giving more priority to external factors. Furthermore, it was revealed that there were significant relationships between learner's gender, proficiency level and attributions.
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