Attributions to Success and Failure in English Language Learning: A Comparative Study of Urban and Rural Undergraduates in Malaysia

Peter Gobel,Gurnam Kaur Sidhu,Siew Ming Thang,Yuen Fook Chan,Sok Imm Oon

doi:10.5539/ass.v9n2p53

Abstract

This paper presents a descriptive study of Malaysian urban and rural students’ attributions for success and failure in learning English as a second language. Data was collected using the Attribution to Success and Failure Questionnaires (ASQ & AFQ), based on previous research conducted by Vispoel and Austin (1995). The findings indicated that urban and rural students held different attribution ratings for the success and failure for learning English as a second language with the urban group being more willing to attribute success to their own ability, effort, and study skills than the rural group. Based on this data, we can hypothesize that the urban group are much more study-wise and confident as they have a greater belief in their own ability to take control of their successes in the language classroom.

Highlights

Attribution is primarily the process of assigning a cause to an event or clarifying the event (Malle, 2001)
This paper presents a descriptive study of Malaysian urban and rural students’ attributions for success and failure in learning English as a second language
The findings indicated that urban and rural students held different attribution ratings for the success and failure for learning English as a second language with the urban group being more willing to attribute success to their own ability, effort, and study skills than the rural group

Summary

Introduction

Attribution is primarily the process of assigning a cause to an event or clarifying the event (Malle, 2001). Attribution theory was developed over time by several social psychologists, including Heider (1958), Jones and Davis (1965), and Kelley (1967). This led to further research on achievement behaviour through analyzing attributions for success or failure (Weiner, Frieze, Kukla, Ried, Rest, & Rosenbaum, 1971; Burke, 1978; Elig & Frieze, 1979; Weiner, 1979). When we fail or make mistakes, we are more likely to use external attributions, attributing causes to situational factors rather than blaming ourselves. When others fail or make mistakes, internal attributions are often used, saying it is due to reasons such as lack of ability, or lack of effort (Zuckerman, 1971)

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