This study examined the relationship between EFL learners’ attributions for success and failure in learning a foreign language and their self-perceived communication competence. To this end, having homogenized the learners via the Interchange Objective Placement Test (IOPT), the Causal Dimension Scale (CDS-II) and the Language Achievement Attribution Scale (LAAS) were administered to 72 EFL learners studying at two English language institutes in Iran. Six causal attributions (ability, effort, task difficulty, mood, luck, and teacher) together with four attributional properties (locus of causality, stability, personal control, and external control) were compared with learners’ self-perceived communication competence. To see whether there is any significant relationship between learners’ attributions and their self-perceived communication competence, Pearson product-moment correlation was applied to the data. The results showed significant correlations between some of the LAAS, but not CDS-II, subscales and learners’ scores on the SPCC scale. Results from Regression Analysis (using LAAS) revealed that task difficulty attribution was the best predictor for low SPCC scores, indicating that students who attributed the outcome of their test to the difficulty of the task received lower grades on the SPCC scale. Finally, statistical results were discussed, and implications for English language teaching were suggested.
کلید واژگان :Weiner, Attribution Theory, Self-perceived Communication Competence, Correlation, Regression Analysis
ارزش ریالی : 300000 ریال
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