GENDER DIFFERENCES IN UNDERGRADUATE STUDENTS’ ATTRIBUTIONS FOR SUCCESS AND FAILURE IN ENGLISH LANGUAGE ACQUISITION

Abstract

The current study was designed to explore attributions made by students while reflecting on their success and failure in learning English as a second language (ESL). The study also focused on looking at different attributional patterns demonstrated by male and female students. The target population of the study consisted of all students enrolled in 12th grade at public sector colleges of Lahore district. The study included 2152 students (1076 male & 1076 female) studying at intermediate level of public sector colleges. Data were collected by using ASQ & AFQ. Results of t-test also highlighted the differences amid male and female students' attributions regarding success and failure. Based on the findings, college administration, and teachers can gain the valuable insights into the factors that impact students' learning experiences and identify areas for improvement in acquisition of a second language. Moreover, they can play an indispensable role in modifying the students’ attributions by using the appropriate measures such as providing constructive feedback on students’ work so they can develop a realization regarding relationship between actions and outcomes, and controllability over events.