Year 2017, Volume 4, Issue 2, Pages 39 - 47 2017-12-15

Turkish EFL Learners’ Attributions for Success and Failure in Speaking English

Yusuf Demir [1]

134 201

This study aims to investigate Turkish EFL learners’ attributions for success and failure in speaking English, and to find out whether gender and department variables exert any impact on their attributions. The attributions were analyzed and compared in terms of the four dimensions: locus of causality, external control, stability and personal control. The data were gathered through Causal Dimensions Scale adapted to Turkish by Koçyiğit (2011). The sample consisted of 104 tertiary EFL students studying one-year-long English in the preparatory program of a state university. Descriptive statistics were utilized to analyze the emergent data as well as independent samples T-tests and ANOVA to test significance between/among the variables. The results indicated that personal controllability and internal reasons—a lot more apparent in attributions for success than for failure though—were the two leading factors which were ascribed to both success and failure in speaking English. In addition, the students’ attributions for failure tended to be less stable and more externally controllable in comparison to success. The gender variable had no significant effect on attributions for success and failure. With reference to the department variable, a significant difference was observed not in the attributions for success but those for failure, and only between English language teaching and Civil aviation management departments, in terms of locus of causality dimension.

Attribution theory, success and failure, EFL learners, speaking skill
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Primary Language en
Journal Section Articles

Author: Yusuf Demir (Primary Author)
Country: Turkey

Bibtex @research article { ijcer419485, journal = {International Journal of Contemporary Educational Research}, issn = {}, eissn = {2148-3868}, address = {Mustafa AYDIN}, year = {2017}, volume = {4}, pages = {39 - 47}, doi = {}, title = {Turkish EFL Learners’ Attributions for Success and Failure in Speaking English}, key = {cite}, author = {Demir, Yusuf} }
APA Demir, Y . (2017). Turkish EFL Learners’ Attributions for Success and Failure in Speaking English. International Journal of Contemporary Educational Research, 4 (2), 39-47. Retrieved from
MLA Demir, Y . "Turkish EFL Learners’ Attributions for Success and Failure in Speaking English". International Journal of Contemporary Educational Research 4 (2017): 39-47 <>
Chicago Demir, Y . "Turkish EFL Learners’ Attributions for Success and Failure in Speaking English". International Journal of Contemporary Educational Research 4 (2017): 39-47
RIS TY - JOUR T1 - Turkish EFL Learners’ Attributions for Success and Failure in Speaking English AU - Yusuf Demir Y1 - 2017 PY - 2017 N1 - DO - T2 - International Journal of Contemporary Educational Research JF - Journal JO - JOR SP - 39 EP - 47 VL - 4 IS - 2 SN - -2148-3868 M3 - UR - Y2 - 2018 ER -
EndNote %0 International Journal of Contemporary Educational Research Turkish EFL Learners’ Attributions for Success and Failure in Speaking English %A Yusuf Demir %T Turkish EFL Learners’ Attributions for Success and Failure in Speaking English %D 2017 %J International Journal of Contemporary Educational Research %P -2148-3868 %V 4 %N 2 %R %U
ISNAD Demir, Yusuf . "Turkish EFL Learners’ Attributions for Success and Failure in Speaking English". International Journal of Contemporary Educational Research 4 / 2 (December 2017): 39-47.