Abstract
The present study focuses on social attributions towards English language learning among Iranian EFL students. In the present descriptive qualitative study, 495 Iranian EFL high school students were selected based on the cluster sampling design. English Learning Attribution questionnaire and a relevant structured open-ended interview were employed to collect data from the sample. The findings indicated that Iranian high school students attributed their success in language learning to effort, interest, and good preparation for exams (internal factors), and attributed their failure to teacher’s method, lack of having positive attitude to teachers, lack of teacher’s praise and encouragement, lack of having appropriate learning environment, and not having enough teacher’s help (external factors).
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of English Language and Literature Studies
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
