Teacher Trainers as Action Researchers: Scrutinizing the Reasons for Student Failure (original) (raw)
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Causal attributions constitute one of the most universal forms of analyzing reality, since they fulfill basic functions in motivation for action. As a theory of causal explanations for success and failure, attribution research has found a natural context in the academic domain. Despite this, it appears that teacher attribution, in particular language teacher attribution, is an unchartered territory that awaits further research. Having attributed this gap to the scarcity of a standardized instrument for assessing teacher attributions, the researchers of the present article set out to design and validate a scale for measuring English language teacher attributions with the prospect of initiating further research on teacher attributions. Based on Weiner's attribution model, a five-factor scale with 50 items was proposed. Confirmatory factor analysis resulted in a more refined version of the scale comprising four attributions and 40 items. The resultant model had acceptable fit indices and satisfactory reliability estimates. To further validate the scale, its association with a closely related construct, i.e. teacher efficacy, was examined using structural equation modeling analysis. The results demonstrated that the proposed model is acceptable. It was concluded that the scale is a valid and reliable tool for assessing language teachers' attributions.
European Journal of Teacher Education An exploration of EFL teachers' attributions
The present study investigated English as a foreign language (EFL) teachers' attributions of success and failure. It also set out to investigate whether these attributions vary by teachers' age, teaching experience, gender and educational level. To do so, 200 EFL teachers were selected according to convenience sampling among EFL teachers teaching English in Language Institutes in Mashhad and Tehran, two cities in Iran. The participants completed the language teacher attribution scale measuring four attributions: teaching competency (TC), teacher effort (TE), student effort (SE) and institution supervision (IS). The present study yielded mixed results regarding English language teachers' attributions of success and failure events. It was also found that these attributions vary by their age, teaching experience and educational level, but not by gender. The discussion and implications of the research are further presented with reference to the earlier findings.
Lecturers and Students' Views on Students’ Failure at an English Prep-Program
Berikan, 2019
A considerable number of universities in Turkey run one year of preparatory year in teaching English to students majoring in different departments. A large number of these prep-programs employ progressive system whilst the others employ modular system. In modular system, students who cannot succeed in a particular language level cannot move forward to a higher level. However, the problem this study embraces lies within the reasons that hinder students being successful. In this regard, this study aims to explore lecturers’ opinions and students views over students’ failure which cost them to repeat a module. To achieve this, this study adopts both quantitative and qualitative research methods. The data gained from a questionnaire were analyzed through SPSS and interviews were analyzed through a content-analysis method. The results of the study shed light onto several issues incorporating internal reasons such as lack of interest, -confidence, absenteeism, learning and study habits and external reasons such as failure in the exams, fast teaching pace, classroom dynamics, class accommodation, former language learning experience, heavy workload and lack of institutional attempts. This study is considered to be high of importance to the literature with its conclusions and implications triggering the minds of lecturers and policy makers in administering modular system in Turkey at the local perspective and beyond at the universal context in similar settings. Keywords: Attributions for Failure, English Prep-Program, Lecturers’ Views, Students’ Views.
American Journal of Educational Research, 2014
This study was about the failure factors of Teaching English as a Second Language (TESL) students in teaching graduate programme (TGP) at institute of teacher education (ITE). Thus, this study identified the factors of failure from personal problems, lecturer, facility, syllabus and school factors. Furthermore, this study used a mixed mode method such as semi-structural interview and questionnaires. To answer the interview instrument, a total of 12 TGP students were selected from maximum variation method based on six different zones. Then, to answer the questionnaires, this research involved 40 TGP students at random. Next, descriptive statistics of SPSS 21.0 software was used to analyze the factors in five domains. The findings of the study indicated that the domain of syllabus factors contributed to the cause of the failure at the highest level. However, the finding of the lecturer communication was the highest among the items. Therefore, failure was causing some effects such as feeling sad, frustrated and stressed out to deal with colleagues and family members.
DO ADULT ENGLISH LANGUAGE LEARNERS AND THEIR TEACHERS HAVE SIMILAR APPROACHES TO SUCCESS
This study explores the similarities and differences between adult language learners' and their teachers' attributions of perceived success and failure in learning English as a foreign language in an intensive program. It examines attributions along with three dimensions: locus of causality, stability and controllability. 319 students and 81 teachers responded to a self-administered questionnaire and reported more attributions for failure than for success. The most frequent attributions both groups stated were effort, teacher, motivation, and participation. Causal dimensionality patterns of success and failure-oriented students did not show much differences. They both had significantly more controllable and unstable attributions. Teachers' dimensionality patterns did not differ from that of the students except for locus of control dimension. Causal dimensionality of both teachers and students seemed to be healthy attributional styles according to Weiner's attributional model of achievement motivation. Highlights • Effort, teacher, motivation, and participation in the class activities are the most frequent attribution of success for the teachers and the language learners • Success in learning a language is attributed to more controllable and unstable factors • Language teachers and learners have healthy attributional styles for achievement motivation
Young Students' Success and Failure Attributions in Language Learning
The factors that affect young students’ successes and failures in learning a foreign language with specific focus on the role of perceived causal attributions were examined. The content of self-assessment papers of 52 young learners studying English was analyzed to investigate the students’ success and failure attributions. It was found that both attributions were linked mostly to internal and unstable factors, with listening to the teacher and doing homework being the most significant. The results highlight the importance of language teachers’ awareness of their students’ attributions.
Focusing Teacher's Practices, Learnerss Attitudes and Study Skills Through Action Research
Social Science Research Network, 2016
Teaching English to first year students at university is quite challenging. After nearly a decade of the adoption of the LMD (Licence/Master/Doctorat) in Algeria, teachers have been putting focus on classroom practices and designining appropriate curricula. In this action research, the author focused on the learners" attitudes towards their teachers and towards their teahers" practices. To achieve these aims, classroom observations, collaboration with teachers teaching first year students and a set of interviews to cover the various teaching practices teachers adopt during the academic year 2013-2014 were used. The paper relied also on the analysis of the students" journals, questionnaires and interviews while learning study skills in their Methodology of the University Work"s Subject. Results showed that first year students had positive attitudes towards their teachers and their teachers" practices. In addition, the majority of learners could develop their study skills" abilities, but still face difficulties in spakeing, writing and vocabulary. Teachers, on their hand, argued that their students face problems in the productive skills although they have very good interpersonal relationships with first year students. The paper suggests at the end that teachers should use new methods to develop learners" competences and invlove learners in the decision-making process.
Investigating University Students' Failure in English Requirement Courses
مجلة الدراسات الاجتماعية, 2019
Some university students might fail at their first attempt to study English requirement courses, but later they perform well, ultimately recognizing that the courses were easy and their failure in such simple courses was a great loss. Others continue failing, get frustrated and finally may quit trying. The purpose of the current study, therefore, was to investigate the factors that contribute to university non-English major students' failure in English courses. A mixed model questionnaire was used to collect data from 56 male students who failed English at the University of Bisha, Saudi Arabia. All participants had previously failed English and were repeating the English requirement course during the period of data collection. Results of the study revealed that factors such as teachers, anxiety and inappropriate study methods were more responsible for students' failure than motivation, friends and family problems. Results also showed a significant difference between students who only failed the English course and those who failed two or more other courses. Those who failed two or more courses scored higher on anxiety than those who failed only English. Recommendations were that English teachers should be trained to follow collaborative learning and student-centered approaches and that the English curriculum for non-English major students should reflect their major.
Focusing Teacher’s Practices, Learners’ Attitudes and Study Skills Through Action Research
Teaching English to first year students at university is quite challenging. After nearly a decade of the adoption of the LMD (Licence/Master/Doctorat) in Algeria, teachers have been putting focus on classroom practices and designining appropriate curricula. In this action research, the author focused on the learners‟ attitudes towards their teachers and towards their teahers‟ practices. To achieve these aims, classroom observations, collaboration with teachers teaching first year students and a set of interviews to cover the various teaching practices teachers adopt during the academic year 2013-2014 were used. The paper relied also on the analysis of the students‟ journals, questionnaires and interviews while learning study skills in their Methodology of the University Work‟s Subject. Results showed that first year students had positive attitudes towards their teachers and their teachers‟ practices. In addition, the majority of learners could develop their study skills‟ abilities, but still face difficulties in spakeing, writing and vocabulary. Teachers, on their hand, argued that their students face problems in the productive skills although they have very good interpersonal relationships with first year students. The paper suggests at the end that teachers should use new methods to develop learners‟ competences and invlove learners in the decision-making process.
Language Testing in Focus: An International Journal
Finding the extent of the correlation of Iranian English teachers’ accountability with their reflective teaching and BO was the ultimate intention of conducing this research. In order to attain this purpose, a hundred twenty male and female English teachers took part in the current study on the basis of a convenience sampling. The participants had an age range between 25 to 44 and their experience in teaching English was at least 2 years. There were three instruments used in this research including three questionnaires as job accountability, teachers’ reflection questionnaire, and teacher’s BO questionnaires. Pearson-product moment and linear regression were applied to analyze the collected data through SPSS software version 24. The results illustrated that there was a positive significant correlation between teachers’ accountability and their reflective teaching. In addition, the results revealed a negative significant correlation between teachers’ accountability and their BO. This...