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dc.contributor.advisorYavuz, Aysun
dc.contributor.authorHöl, Devrim
dc.date.accessioned2020-12-07T07:53:05Z
dc.date.available2020-12-07T07:53:05Z
dc.date.submitted2016
dc.date.issued2018-08-06
dc.identifier.urihttps://acikbilim.yok.gov.tr/handle/20.500.12812/110124
dc.description.abstractThe focus of this research is oninvestigating learnersí attributions with respect to theirsuccess or failure in an EFL setting with different variables such as gender, academic leveland socio-economic status of the participants. A further concern was to evaluate the potentialcontribution of an attribution retraining intervention program to improve participantsí internallocus of control, and finally, to find out whether this attribution retraining interventionprogram has an effect on academic achievement.This experimental study was designed based on a pretest-posttest model and wasconducted with the participants in School of Foreign Languages at Pamukkale Universityduring 2013-2014 academic year.The study conducts an attribution retraining intervention program in addition to aquestionnaire, semi- structured pre- and post-interviews, self reports. An eight-week trainingprogram on attributional retraining intervention program was administered to an experimentalgroup of 20 learners who were purposively selected.The findings of the questionnaire were analyzed through SPSS 20 Program (StatisticalProgram for Social Sciences) and the pre- and post interviews were analyzed throughqualitative content analysis.Significant differences were found between experimental and control groups and alsosuccessful and unsuccessful students within the experimental group. Participants attributedtheir success to internal attributions rather than external ones, whereas they attribute theirfailure to both internal and external ones. No significant gender differences were observedfrom the findings. Socio-economic status of the participants was another important concern of the study. It was found that participants with low socio-economic status attribute their failureto external attributions more than the participants with good or average socio-economic status.Findings of the study were discussed in the light of the relevant literature and somesuggestions for further studies were made.Key Words: Attribution, Attribution retraining, Academic Achievement, Socio-economicStatus
dc.languageEnglish
dc.language.isoen
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rightsAttribution 4.0 United Statestr_TR
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectEğitim ve Öğretimtr_TR
dc.subjectEducation and Trainingen_US
dc.subjectİngiliz Dili ve Edebiyatıtr_TR
dc.subjectEnglish Linguistics and Literatureen_US
dc.titleExploring locus of control orientations of Turkish EFL learners and the relationship between attributional retraining and academic achievement: An application of an educational training programme
dc.title.alternativeİngilizceyi yabancı dil olarak öğrenen Türk öğrencilerin denetim odaklarının belirlenmesi ve yükleme eğitimi ve akademik başarı arasındaki ilişki: Bir eğitim programı uygulaması
dc.typedoctoralThesis
dc.date.updated2018-08-06
dc.contributor.departmentYabancı Diller Eğitimi Anabilim Dalı
dc.subject.ytmForeign language teaching
dc.subject.ytmForeign language education
dc.subject.ytmForeign language learning
dc.subject.ytmEnglish
dc.subject.ytmTurkish students
dc.subject.ytmLocus of control
dc.subject.ytmAcademic achievement
dc.subject.ytmEducation programs
dc.subject.ytmAttributional retraining
dc.identifier.yokid10096916
dc.publisher.instituteEğitim Bilimleri Enstitüsü
dc.publisher.universityÇANAKKALE ONSEKİZ MART ÜNİVERSİTESİ
dc.identifier.thesisid423005
dc.description.pages159
dc.publisher.disciplineİngiliz Dili Eğitimi Bilim Dalı


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