ATTRIBUTION IN LEARNING CHINESE AS A SECOND FOREIGN LANGUAGE BY ENGLISH MAJORS – BANKING UNIVERSITY OF HO CHI MINH CITY

Abstract

Learning attribution refers to how learners perceive and explain the reasons that lead to success or failure in learning. This study uses a questionnaire survey method to investigate attribution of learning Chinese as a second foreign language among 162 English majors at Banking University of Ho Chi Minh City. The results show that the students attribute to the same factors whether they succeed or fail: effort > ability > luck > context. There were no significant differences in learning attribution between male and female students, between urban and rural areas as well as between students of different grades. The students’ academic performance was positively correlated with their ability, effort, and context in case of success, and was positively correlated with effort in case of failure. This study suggests that instructors need to guide students to make correct attributions in learning success or failure.