Research Article
BibTex RIS Cite

Developing Adaptive Motivational Styles &Vision: A Model of Attribution Retraining in EFL

Year 2023, Volume: 16 Issue: 2, 242 - 267, 30.04.2023
https://doi.org/10.30831/akukeg.1113443

Abstract

This paper reports on the findings of a quasi-experimental study of English as a Foreign Language (EFL) learners at the tertiary level in Turkey. The study aims to disclose the extent to which EFL learners’ adaptive attributions are endorsed as a result of Attribution Retraining (AR) abridged with strategy and vision training when compared with the control group that do not receive any motivational intervention. A variety of data collection instruments, including attribution, causal dimension and future self-guide scales as quantitative measures, pre- and post- open ended questions and semi-structured interviews as the qualitative data were employed. The data were analyzed with Statistical package of Social Sciences (SPSS) version 21 and the Atlas.ti 7 version software. The findings evidenced that AR contributed to development of adaptive attributions as well as a clearer ideal L2 self of the language learners. They also revealed that the devised AR treatment could promote the adaptive behaviors of learners, such as using effective strategies, having regular study habits or expending more effort while downplaying overdependence on the teacher or task difficulty. The present research points out the necessity of integrating AR into the school curriculum to observe more motivational acts in subsequent learning experiences.

Bu çalışma Türkiye’de yükseköğretim seviyesinde İngilizce’yi yabancı dil olarak öğrenenler üzerinde yapılmıştır. Araştırmanın amacı hiçbir motivasyonel müdahele almayan kontrol grubu ile strateji ve vizyon eğitimi ile ilişkilendirilmiş Yükleme Eğitimi (YE) alan İngilizce öğrenenlerin uyumlanabilir başarı yüklemelerinin ne kadar değiştiğini ortaya çıkarmaktır. Çalışmada hem ön hem de son test olarak toplanan birçok veri aracı kullanılmıştır. Yükleme, Nedensel Boyut ve Gelecek Benlik Ölçekleri nicel, açık uçlu sorular ve yarı yapılandırılmış mülakatlar ise nitel verileri oluşturmuştur. Nicel veriler SPSS 21 ve nitel veriler Atlas.ti 7 versiyonu ile analiz edilmiştir. Bulgular göstermiştir ki verilen yükleme eğitiminin dil öğrenenlerin uyumlu yüklemeler ve daha net ideal ikinci dil benlikleri geliştirmesine katkıda bulunmuştur. Ayrıca, bu eğitim öğrenenlerin etkili dil öğrenme stratejileri kullanma, düzenli çalışma alışkanlıkları edinme ve dil öğrenirken daha çok emek sarfetme gibi kendi değiştirebilecekleri sebeplere inanışlarını artırırken katılımcıların öğretmen ve görev/dil zorluğu gibi kendi kontrolleri dışındaki sebeplere gereğinden fazla takılmadan uyumlu davranışlarına edinmesini sağlamıştır. Bu çalışma yükleme eğitimlerimin okul müfredatına entegre edilerek öğrenenlerin daha sonraki öğrenme deneyimlerinde motivasyon açısından daha fazla harekete geçeceklerini işaret etmektedir.

References

  • Al-Hoorie, A. H. (2018). The L2 motivational self system: A meta-analysis. Studies in Second Language Learning and Teaching, 8(4), 721-754.
  • Castro, F. M. P., & Andrade-Arechiga, M. (2017). Students´ language learning beliefs and other aspects that affect their achievement. International of Linguistics, 9(6), 74-86.
  • Chan, H. Y. L. (2014). Possible selves, vision, and dynamic systems theory in second language learning and teaching (Unpublished doctoral dissertation). University of Nottingham, Nottingham UK.
  • Chodkiewicz, A. R. & Boyle, C. (2014). Exploring the contribution of attribution retraining to student perceptions and the learning process, Educational Psychology in Practice: Theory, research and practice in educational psychology, 30(1), 78-87, doi: 10.1080/02667363.2014.880048.
  • Creswell, J. W., & Clark, V. L. P. (2007). Designing and conducting mixed methods research. Sage.
  • Csizér, K., & Dörnyei, Z. (2005). Language learners' motivational profiles and their motivated learning behaviour. Language Learning, 55(4), 613-659.
  • Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum.
  • Dörnyei, Z. (2019). Psychology and language learning: The past, the present and the future. Journal for the Psychology of Language Learning, 1 (1), 27-41.
  • Erten, İ. H., & Burden, R. L. (2014). The relationship between academic self-concept, attributions, and L2 achievement. System, 42, 391-401.
  • Erten, İ.H. (2015). Attribution retraining in L2 classes: prospects for exploratory classroom practice.In K.Dikilitaş, R. Smith, W. Trotman(Eds.), Teacher researchers in action (pp. 357-367). England: The International Association of Teachers of English as a Foreign Language(IATEFL).
  • Gobel, P., & Mori, S. (2007). Success and failure in the EFL classroom: Exploring students' attributional beliefs in language learning. EUROSLA yearbook, 7(1), 149-169.
  • Haynes, T.L., Perry, R.P., Stupnisky, R.H., & Daniels, L.M. (2009). A Review of Attributional Retraining treatments: Fostering engagement and persistence in vulnerable college students, in J. Smart (Ed.), Higher Education: Handbook of theory and research, 24, 229-275. Springer Publishers.
  • Höl, D. (2016). Exploring locus of control orientations of Turkish EFL learners and the relationship between attributional retraining and academic achievement: An application of an educational training programme (Unpublished doctoral dissertation). Çanakkale Onsekiz Mart University, Turkey
  • Kalaja, P., Barcelos, A. M. F., & Aro, M. (2018). Revisiting Research on L2 Learner Beliefs : Looking Back and Looking Forward. In P. Garrett, & J. M. Cots (Eds.), The Routledge Handbook of Language Awareness (pp. 222-237). New York: Routledge.
  • Magid, M. (2011). A validation and application of the L2 motivational self system among Chinese learners of English (Unpublished doctoral dissertation). University of Nottingham, Nottingham UK.
  • Mahmoodi, M. H., & Doosti, M. (2018). Investigating the effects of attributional retraining procedures on high school students’ foreign language causal attributions and their foreign language achievement. The Journal of Language Learning and Teaching, 8(2), 28-44. Matteucci, M. C. (2012). Attributional retraining: The mediating role of mastery and performance motivation among college students. In Proceedings of the 5th international conference of education, research and innovation (ICERI 2012) (pp. 1238-1242).
  • McAuley, E., Duncan, T. E., & Russell, D. W. (1992). Measuring causal attributions: The revised causal dimension scale (CDSII). Personality and Social Psychology Bulletin, 18(5), 566-573.
  • McDowell, J. (2009). The impact of attribution retraining for increasing student motivation. (Unpublished Master’s Thesis). Northern Michigan University, USA.
  • Morris, M. M. (2013). A naturalistic investigation into the effectiveness of an attributional retraining programme for academic performance. Social Sciences Directory, 2(2), 16-30.
  • Munezane, Y. (2015) Enhancing willingness to communicate: Relative effects of visualization and goal setting, The Modern Language Journal, 99 (1), 175-191.
  • Oxford, R. L. (2017). ‘The craft so long to lerne’: aspects of time in language learning. Innovation in Language Learning and Teaching, 11(3), 282-297.
  • Pawlak, M. (2016). Another look at the L2 motivational self system of Polish students majoring in English: Insights from interview data. Theory and Practice of Second Language Acquisition, 2(2), 9-26.
  • Semiz, Ö. (2011). The effects of a training program on attributional beliefs, self- efficacy, language learning beliefs, achievement and student effort: A study on motivationally at risk EFL students (Unpublished doctoral dissertation), Atatürk University, Turkey.
  • Smith, S. A., Foster, M. E., Baffoe-Djan, J. B., Li, Z., & Yu, S. (2020). Unifying the current self, ideal self, attributions, self-authenticity, and intended effort: A partial replication study among Chinese university English learners. System, 95, 102377.
  • Stemler, S. (2001). An overview of content analysis. Practical Assessment, Research & Evaluation,7(17), 137-14
  • Taguchi, T., Magid, M., & Papi, M. (2009). The L2 motivational self-system among Japanese, Chinese and Iranian learners of English: A comparative study. In Z.Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 66-97). Multilingual Matters
  • Vispoel, W., & Austin, J. (1995). Success and failure in junior high school: A critical incident approach to understanding students' attributional beliefs. American Educational Research Journal, 32(2), 377-412.
  • Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92(4), 548-573.
  • Weiner, B. (2000). The development of an attribution-based theory of motivation: A history of ideas. Educational Psychologist, 45(1), 28-36.
  • Weiner, B. (2018). The legacy of an attribution approach to motivation and emotion: A no-crisis zone. Motivation Science, 4(1), 4-14.
  • Williams, M., Mercer,S. & Ryan, S. (2015). Exploring psychology in language learning and teaching. Oxford University Press.
  • Zarrinabadi, N., Rezazadeh, M., Karimi, M., & Lou, N. M. (2021). Why do growth mindsets make you feel better about learning and your selves? The mediating role of adaptability. Innovation in Language Learning and Teaching, 1-16.
Year 2023, Volume: 16 Issue: 2, 242 - 267, 30.04.2023
https://doi.org/10.30831/akukeg.1113443

Abstract

References

  • Al-Hoorie, A. H. (2018). The L2 motivational self system: A meta-analysis. Studies in Second Language Learning and Teaching, 8(4), 721-754.
  • Castro, F. M. P., & Andrade-Arechiga, M. (2017). Students´ language learning beliefs and other aspects that affect their achievement. International of Linguistics, 9(6), 74-86.
  • Chan, H. Y. L. (2014). Possible selves, vision, and dynamic systems theory in second language learning and teaching (Unpublished doctoral dissertation). University of Nottingham, Nottingham UK.
  • Chodkiewicz, A. R. & Boyle, C. (2014). Exploring the contribution of attribution retraining to student perceptions and the learning process, Educational Psychology in Practice: Theory, research and practice in educational psychology, 30(1), 78-87, doi: 10.1080/02667363.2014.880048.
  • Creswell, J. W., & Clark, V. L. P. (2007). Designing and conducting mixed methods research. Sage.
  • Csizér, K., & Dörnyei, Z. (2005). Language learners' motivational profiles and their motivated learning behaviour. Language Learning, 55(4), 613-659.
  • Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum.
  • Dörnyei, Z. (2019). Psychology and language learning: The past, the present and the future. Journal for the Psychology of Language Learning, 1 (1), 27-41.
  • Erten, İ. H., & Burden, R. L. (2014). The relationship between academic self-concept, attributions, and L2 achievement. System, 42, 391-401.
  • Erten, İ.H. (2015). Attribution retraining in L2 classes: prospects for exploratory classroom practice.In K.Dikilitaş, R. Smith, W. Trotman(Eds.), Teacher researchers in action (pp. 357-367). England: The International Association of Teachers of English as a Foreign Language(IATEFL).
  • Gobel, P., & Mori, S. (2007). Success and failure in the EFL classroom: Exploring students' attributional beliefs in language learning. EUROSLA yearbook, 7(1), 149-169.
  • Haynes, T.L., Perry, R.P., Stupnisky, R.H., & Daniels, L.M. (2009). A Review of Attributional Retraining treatments: Fostering engagement and persistence in vulnerable college students, in J. Smart (Ed.), Higher Education: Handbook of theory and research, 24, 229-275. Springer Publishers.
  • Höl, D. (2016). Exploring locus of control orientations of Turkish EFL learners and the relationship between attributional retraining and academic achievement: An application of an educational training programme (Unpublished doctoral dissertation). Çanakkale Onsekiz Mart University, Turkey
  • Kalaja, P., Barcelos, A. M. F., & Aro, M. (2018). Revisiting Research on L2 Learner Beliefs : Looking Back and Looking Forward. In P. Garrett, & J. M. Cots (Eds.), The Routledge Handbook of Language Awareness (pp. 222-237). New York: Routledge.
  • Magid, M. (2011). A validation and application of the L2 motivational self system among Chinese learners of English (Unpublished doctoral dissertation). University of Nottingham, Nottingham UK.
  • Mahmoodi, M. H., & Doosti, M. (2018). Investigating the effects of attributional retraining procedures on high school students’ foreign language causal attributions and their foreign language achievement. The Journal of Language Learning and Teaching, 8(2), 28-44. Matteucci, M. C. (2012). Attributional retraining: The mediating role of mastery and performance motivation among college students. In Proceedings of the 5th international conference of education, research and innovation (ICERI 2012) (pp. 1238-1242).
  • McAuley, E., Duncan, T. E., & Russell, D. W. (1992). Measuring causal attributions: The revised causal dimension scale (CDSII). Personality and Social Psychology Bulletin, 18(5), 566-573.
  • McDowell, J. (2009). The impact of attribution retraining for increasing student motivation. (Unpublished Master’s Thesis). Northern Michigan University, USA.
  • Morris, M. M. (2013). A naturalistic investigation into the effectiveness of an attributional retraining programme for academic performance. Social Sciences Directory, 2(2), 16-30.
  • Munezane, Y. (2015) Enhancing willingness to communicate: Relative effects of visualization and goal setting, The Modern Language Journal, 99 (1), 175-191.
  • Oxford, R. L. (2017). ‘The craft so long to lerne’: aspects of time in language learning. Innovation in Language Learning and Teaching, 11(3), 282-297.
  • Pawlak, M. (2016). Another look at the L2 motivational self system of Polish students majoring in English: Insights from interview data. Theory and Practice of Second Language Acquisition, 2(2), 9-26.
  • Semiz, Ö. (2011). The effects of a training program on attributional beliefs, self- efficacy, language learning beliefs, achievement and student effort: A study on motivationally at risk EFL students (Unpublished doctoral dissertation), Atatürk University, Turkey.
  • Smith, S. A., Foster, M. E., Baffoe-Djan, J. B., Li, Z., & Yu, S. (2020). Unifying the current self, ideal self, attributions, self-authenticity, and intended effort: A partial replication study among Chinese university English learners. System, 95, 102377.
  • Stemler, S. (2001). An overview of content analysis. Practical Assessment, Research & Evaluation,7(17), 137-14
  • Taguchi, T., Magid, M., & Papi, M. (2009). The L2 motivational self-system among Japanese, Chinese and Iranian learners of English: A comparative study. In Z.Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 66-97). Multilingual Matters
  • Vispoel, W., & Austin, J. (1995). Success and failure in junior high school: A critical incident approach to understanding students' attributional beliefs. American Educational Research Journal, 32(2), 377-412.
  • Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92(4), 548-573.
  • Weiner, B. (2000). The development of an attribution-based theory of motivation: A history of ideas. Educational Psychologist, 45(1), 28-36.
  • Weiner, B. (2018). The legacy of an attribution approach to motivation and emotion: A no-crisis zone. Motivation Science, 4(1), 4-14.
  • Williams, M., Mercer,S. & Ryan, S. (2015). Exploring psychology in language learning and teaching. Oxford University Press.
  • Zarrinabadi, N., Rezazadeh, M., Karimi, M., & Lou, N. M. (2021). Why do growth mindsets make you feel better about learning and your selves? The mediating role of adaptability. Innovation in Language Learning and Teaching, 1-16.
There are 32 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Articles
Authors

Sibel Özdemir Çağatay 0000-0002-0202-2081

Publication Date April 30, 2023
Submission Date May 6, 2022
Published in Issue Year 2023 Volume: 16 Issue: 2

Cite

APA Özdemir Çağatay, S. (2023). Developing Adaptive Motivational Styles &Vision: A Model of Attribution Retraining in EFL. Journal of Theoretical Educational Science, 16(2), 242-267. https://doi.org/10.30831/akukeg.1113443