An  Empirical Study of Self-attributions on College English Learning in China

Zhuxiu Tan; Jiliang Chen

doi:10.31686/ijier.vol3.iss4.347

Authors

Zhuxiu Tan

China West Normal University, China
Jiliang Chen

China West Normal University, China

DOI:

https://doi.org/10.31686/ijier.vol3.iss4.347

Keywords:

self-attribution, achievement attribution theory, attribution retraining, college English learning

Abstract

In recent decades, attribution study, as one branch of motivation research, has found its way into the field of second and foreign language teaching and learning. In order to understand Chinese learners’ self-attributions in college English learning and then to provide reference for effective attribution retraining, the present study investigates empirically the self-attributions of Chinese non-English majors in college English learning. Based on the findings, the pedagogical implications are discussed consequently.

Author Biographies

Zhuxiu Tan, China West Normal University, China

School of Foreign Languages
Jiliang Chen, China West Normal University, China

School of Foreign Languages

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