Failure attributions and metacognitive awareness of EFL learners

IF 1.5 2区文学 0 LANGUAGE & LINGUISTICS

Language Awareness Pub Date : 2021-08-06 DOI:10.1080/09658416.2021.1960538

Özlem Güneş

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引用次数: 3

Abstract

Abstract Foreign language learners’ failure in learning English despite many years of language instruction in state schools has been a widely discussed topic. However, relatively few studies have attempted to explore possible effects of failure attributions and metacognitive awareness on language learning. As metacognitive awareness is an acknowledged prerequisite for language performance and as attributions determine future expectancy for success in language learning, the relationship between both concepts deserves closer attention. This case study, conducted with 218 Turkish EFL learners in an upper secondary state school in Turkey, aims to reveal language learners’ failure attributions and their metacognitive awareness levels, and investigates the relationship between both variables. To this end, the Metacognitive Awareness Inventory and the Multidimensional-Multiattributional Causality Scale were translated into and applied in Turkish. Descriptive statistics, t-tests, one-way ANOVA and Pearson correlation test were run for data analysis. The findings indicated that language learners have high metacognitive awareness levels and explain their failure in learning English with their lack of effort. A weak negative correlation among achievement attributions and metacognitive awareness levels was also revealed.

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英语学习者的失败归因与元认知意识

摘要:外语学习者在公立学校接受了多年的英语教学，但学习英语的失败一直是一个被广泛讨论的话题。然而，很少有研究试图探讨失败归因和元认知意识对语言学习可能产生的影响。由于元认知意识是语言表现的一个公认的先决条件，而归因决定了语言学习成功的未来预期，因此这两个概念之间的关系值得进一步关注。本研究以土耳其一所公立高中的218名土耳其英语学习者为研究对象，旨在揭示语言学习者的失败归因及其元认知意识水平，并探讨两者之间的关系。为此，元认知意识量表和多维-多归因因果关系量表被翻译成并应用于土耳其语。数据分析采用描述性统计、t检验、单因素方差分析和Pearson相关检验。研究结果表明，语言学习者具有较高的元认知意识水平，这可以解释他们学习英语失败的原因。成就归因与元认知意识水平呈弱负相关。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Language Awareness Multiple-

CiteScore

3.70

自引率

10.00%

发文量

期刊介绍： Language Awareness encourages and disseminates work which explores the following: the role of explicit knowledge about language in the process of language learning; the role that such explicit knowledge about language plays in language teaching and how such knowledge can best be mediated by teachers; the role of explicit knowledge about language in language use: e.g. sensitivity to bias in language, manipulative aspects of language, literary use of language. It is also a goal of Language Awareness to encourage the establishment of bridges between the language sciences and other disciplines within or outside educational contexts.