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Investigation of Chinese university students’ attributions of English language learning

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journal contribution
posted on 2023-05-19, 08:42 authored by Jinjin Lu, Woodcock, S, Jiang, H
Despite the importance of developing students’ learning autonomy in Chinese schools similar to Western cultured schools, many concerns are raised regarding the influence and effectiveness that learner autonomy has on students’ academic achievements. The aim of this study was to identify the attribution patterns of Chinese university students for success and failure toward students who learnt through autonomy learning (student-centered approaches) compared with students who learnt through teacher-centered approaches. Within this study, mixed research methods were adopted, and students used a reflective method to distinguish whether they were taught English through a traditional or student-centered method. The findings of the study reveal that there are no significant differences in attributional patterns between students who had learnt in high school through autonomous learning and those who learnt through teacher-centered approaches. The findings have implications for policy and practice in the Chinese Ministry of Education system and recommendations for future research.

History

Publication title

SAGE Open

Volume

4

Issue

4

Pagination

1-15

ISSN

2158-2440

Department/School

Faculty of Education

Publisher

Sage Publications Inc

Place of publication

USA

Rights statement

Copyright 2014 The authors. Licensed under Creative Commons Attribution 3.0 Unported (CC BY 3.0) https://creativecommons.org/licenses/by/3.0/

Repository Status

  • Open

Socio-economic Objectives

Learner and learning not elsewhere classified

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