EFL Learners’ Causal Attributions and Dimensionality Styles for Perceived Success and Failure

Abstract

The main purpose of this study was to analyze English as a Foreign Language (EFL) students’ causal attributions about their perceived success and failure in language learning process at Anadolu University School of Foreign Languages (AUSFL). Their attributions were analyzed and compared in terms of perceived locus of causality, stability and controllability to find out whether causal dimensionality of the students was healthy or unhealthy. The sample consisted of 158 students. A self-administered questionnaire asked questions concerning the perceived causes of outcomes, perceived underlying dimensions of attributions. Each attribution was labeled and frequency percentages were calculated. For causal dimensionality, the number of the marks for yes/no questions that aimed to explore locus of causality, stability and controllability were calculated and frequency percentages were found. In order to explore possible differences between success and failure groups’ causal dimensionality profiles, chi-square analyses were done. The number of the students who perceived themselves as unsuccessful was slightly more than those who perceived themselves successful. Participants reported more causal attributions for failure than they did for success. Success-oriented students demonstrated significantly more internal, controllable, and relatively more stable attributional styles than failure-oriented students, a finding supported by literature on attribution theory.