Investigation of Chinese university students' attributions of English language learning

Jinjin Lu*, Stuart Woodcock, Han Jiang

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

    2 Citations (Scopus)
    4 Downloads (Pure)

    Abstract

    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.

    Original languageEnglish
    Pages (from-to)1-15
    Number of pages15
    JournalSAGE Open
    Volume4
    Issue number4
    DOIs
    Publication statusPublished - 1 Dec 2014

    Bibliographical note

    Copyright the Author(s) 2014. Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.

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