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Investigation of Chinese university students' attributions of English language learning
Faculty of Social Sciences - Papers
  • Jinjin Lu, University of Tasmania
  • Stuart Woodcock, Macquarie University
  • Han Jiang, University of Wollongong
RIS ID
96954
Publication Date
1-1-2014
Publication Details

Lu, J., Woodcock, S. & Jiang, H. (2014). Investigation of Chinese university students' attributions of English language learning. SAGE Open, October-December 2014 1-15.

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.

Citation Information
Jinjin Lu, Stuart Woodcock and Han Jiang. "Investigation of Chinese university students' attributions of English language learning" (2014)
Available at: http://works.bepress.com/swoodcock/35/