大学生英语学习归因倾向研究的中期报告.docxVIP

大学生英语学习归因倾向研究的中期报告 Introduction This mid-term report aims to summarize the progress of the study about attributional tendencies among college students in English learning. The study intends to investigate the attributional tendencies and their effects on English learning among Chinese college students in order to provide insights into the factors affecting their English learning motivation and strategies. Literature Review Previous studies have shown that attributional tendencies play a significant role in the academic achievement and motivation of individuals (Dweck, 1986; Weiner, 1985). According to Weiner’s attribution theory, the causal attributions that people make affect their emotions, motivation, and behavior, which further influence their future success and well-being. Some researchers have suggested that attributional tendencies are particularly salient in language learning because language abilities are often perceived as innate or fixed (D?rnyei, 2005; Mercer, 2011). Several studies have examined the attributional tendencies among college students in English learning. For example, Chang (2015) found that college students’ attributional tendencies are related to their English learning achievement. Xu and Li (2016) reported that learners’ self-efficacy and perceived autonomy were important predictors of their attributional tendencies in English learning. Methodology This study recruited a sample of 200 Chinese college students who are currently studying English as a foreign language. Participants completed a questionnaire that measures their attributional tendencies in English learning, including their beliefs about the causes of success and failure, and their coping strategies. The questionnaire comprised of three main parts: (1) attributional tendencies, (2) learning motivation, and (3) learning strategies. Data were analyzed using descriptive statistics, correlation analysis, and regression analysis. Results Preliminary data analysis showed that most co