A Study of Causal Attributions Made in Classroom Language Learning

This dissertation represents an attempt to gain an insight into the attributions made by language learners. The subjects of the study are 281 lower secondary language learners of average age 13.25 years from 2 schools in South London. Following a review of the current literature on attribution theory and classroom learning, a language learning attributions questionnaire was devised and administered to all the subjects. In addition, a language learning attributions interview was administered to 16 of the subjects. The results gained from the study are consistent with much of the previous research carried out in educational settings. The evidence from the questionnaires and interviews suggests that most of the subjects make attributions that are likely to lead to motivated behaviour in the future. In addition, there is evidence of self-serving bias and that attributions can be dichotomous. The analysis of the questionnaire data suggests that there are significant differences in some attributions made by learners for unsuccessful outcomes when controlled for learning situation, school, ability band and teaching group. This supports the view that attributions may be situation specific. The data shows no significant differences when analysed for gender. In addition there is little evidence of significant differences for attributions made by learners for successful outcomes when controlled for learning situation, school or ability band. Finally, suggestions for future research are made