An Empirical Study of Self-attributions on College English Learning in China
DOI:
https://doi.org/10.31686/ijier.vol3.iss4.347Keywords:
self-attribution, achievement attribution theory, attribution retraining, college English learningAbstract
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.
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