An Investigation Into Chinese University Students’ Attributions For Success And Failure In Learning Thai As A Foreign Language

Previous literature has highlighted the importance of causal attributions in academic achievement and motivation in language learning.However,studies on causal attribution of less commonly taught foreign languages(LCTFLs)learning have been scarce,and less is known about the attribution for success or failure of learning Thai as a foreign language in China’s context.To bridge this gap,this study aimed to explore the attributions for success and failure of Thai language learners.To achieve this aim,a quantitative research method was adopted in this study.239 major students from three universities in Yunnan province were recruited to participate in the study.They completed a questionnaire containing items related to causal attributions of Thai language learning for success and failure.The reliability,validity,frequency analysis,descriptive statistical analysis,ANOVA,and post hoc test were conducted by SPSS 22.0 in the study.The results of the study showed that:(1)Thai major students’ attribution for success and failure differed from that of other language learners in previous studies.Thai major students tended to attribute their success to learning background,learning experience,task-difficulty,luck,ability,strategy,and practice,while perceived their failure to teacher’s ability,teacher’s help,peers’ help,grades,parents’ help,atmosphere,and future jobs.In addition,Thai major students internalized success and externalized failure;(2)there were significant differences in attributions of success and failure in terms of grades.Concerning success,sophomores focused more on internal factors(learning experience,strategy,etc.),while juniors stressed more on external factors(learning background,luck,etc.).All three groups of students(sophomore,junior,and senior)were prone to blame their failure on external factors(teachers’ ability,teachers’ help,peers’ help,etc.);(3)the results of ANOVAs and Scheffe post hoc tests revealed that there were significant differences between high and low achievers.Students with high achievement ascribed their success in Thai language learning to some external variables,such as the school’s practice opportunity,luck,and learning background.Low-achievement students expressed that their successful outcomes in Thai language learning depended on their ability,learning experience,strategy,and so on.Meanwhile,both groups agreed that their failure outcomes dependent on external factors such as luck,teacher ability,teachers’ help,etc.;(4)significant differences between reassigned students and first-choice students were also found in both success and failure for Thai language learning.Reassigned students ascribed their success to ability,luck,practice,etc.,whereas first-choice students emphasized their success more on task-difficulty,strategy,school’s facilities,etc.Concerning failure,both reassigned students and first-choice students placed a high premium on external,uncontrollable and unstable factors.This research is beneficial for teachers of teaching Thai as a foreign language to understand the attribution of students’ success and failure.It is of significance for helping teachers to teach students in accordance with their characteristics and to offer effective assistance.The thesis closes with the limitations of this study and recommendations for future research.