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I teach compulsory credit-bearing EGAP courses for the last 12 years (ENG 101, 102 and 303).
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Published on Nov 28, 2023

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1.

Students' perception of success, failure and self-reflection

ENG 303 Case
I teach compulsory credit-bearing EGAP courses for the last 12 years (ENG 101, 102 and 303).
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2.

Confrontation

What is the most common reason you confront your students?
Grades and my feedback.
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3.

HOW DOES ıt MAKE YOU FEEL?

HAVE YOU CONSIDERED THE POSSIBLE REASON(S) BEHIND THIS CONFRONTATION?
Frustrated, unhappy and sometimes angry. I realised how I define success and failure differs from how my students define it. When they are successful, they have full ownership, but when they fail, they blame external factors like teachers, task difficulty, exam difficulty and lack of luck. They rarely self-reflect. Then, I started reading about these concepts.
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4.

Success, faılure and self-reflectıon

Success is more than academic achievements, encompassing personal growth, happiness, and fulfilment.
Failure is not as a setback but as a learning opportunity and a necessary part of growth.
Self-reflection is a tool for understanding one's strengths, weaknesses, and experiences.
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5.

The way I define these concepts

  • Success is more than academic achievements, encompassing personal growth, happiness, and fulfilment.
  • Failure is not as a setback but as a learning opportunity and a necessary part of growth.
  • Self-reflection is a tool for understanding one's strengths, weaknesses, and experiences.
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6.

Students' self-reflectıon

  • How students perceive success and failure: societal (peer) pressures, cultural influences, and personal expectations.
  • The impact of these perceptions on student well-being, stress, and mental health.
  • The role of self-reflection in understanding and challenging these perceptions.
Societal (peer pressure) they speak better English, it is quite difficult to reach his/her level. Feeling scared to make mistakes, it is OK to make mistake, personal expectation, minimum effort and maximum gain. Rarely self-reflect, they either criticize themselves harsly or ignore the facts about their skills.
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7.

stoıcısm

  • “Man is not worried by real problems so much as by his imagined anxieties about real problems” ― Epictetus
  • "We suffer more often in imagination than in reality." - Seneca
When reading philosophy I realised these are some feelings they may be going through. They suffer and are scared of things that do not actually exist.
They believe their language is poor but the actual problems are poor planning and lack of practice.

They perceive their language proficiency as poor, yet the actual issues stem from inadequate planning and insufficient practice.





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8.

attrıbutıon theory

  • According to Dörnyei (as cited in Mali, 2020), attributions are “explanations people offer about why they were successful or, more importantly, why they failed in the past” (p. 118).
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9.

attrıbutıon theory

  • Hsieh and Schallert (2008) suggest that how students attribute past failures affects future performance approaches. Ellis (2015) also notes that students are more motivated to improve when they attribute learning failures to internal rather than external factors.
For instance, believing that increased effort leads to success encourages persistence, unlike believing that teachers hold negative sentiments.
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10.

Research REGARDING the turkısh context

  • EFL learners identified interest, ability, task difficulty, effort, luck, and the impact of teachers and schools as key elements contributing to their success.
  • However, they ranked effort, interest, the impact of teachers and schools, ability, task difficulty, and luck as influential factors contributing to their failure (Genç, 2016).
They were more inclined to agree that internal reasons are responsible for their success while blaming external reasons for their failure.

ATTRIBUTIONS TO SUCCESS AND FAILURE IN ENGLISH
LANGUAGE LEARNING: THE EFFECTS OF GENDER,
AGE AND PERCEIVED SUCCESS

Within the present study, gender was found to be as a
significant factor just in studentsȂ attribution to failure but not success. Females seem to
attribute external factors more than their male counterparts.
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11.

RESEARCH REGARDING THE TURKISH CONTEXT

  • High achievers read regularly and revise but lack a structured study plan, benefiting from support from teachers, schools, and family.
  • However, low achievers attribute their performance to inadequate reading, significant influences from technology and peers, and lack of planning (Çeliköz & Gül, 2021).
PERCEPTIONS OF ACADEMICALLY SUCCESSFUL AND FAILED STUDENTS ABOUT
OVERALL SUCCESS AND FAILURE
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12.

ATTRIBUTIONs RESEARCH

  • Williams et al. (2004) surveyed 285 students regarding their attributions in learning foreign languages, finding that effort was the most frequently cited attribution for learning successes or failures.
  • Mali (2015) explored attributions of students’ English speaking achievement. The research found that positive relationships between students and teachers, and among students, were key to success and advised language teachers to maintain good rapport with students, encourage positive relationships among students, and explain the importance of specific classroom tasks based on these findings.
Williams et al. (2004) surveyed 285 students aged 11 to 16 in five UK secondary schools regarding their attributions in learning foreign languages, finding that effort was the most frequently cited attribution for learning successes or failures.



Mali advised language teachers to maintain good rapport with students, encourage positive relationships among students, and explain the importance of specific classroom tasks based on these findings.
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13.

Empowering Through Self-Reflection

  • Guided my students to redefine success and failure by internal values and growth, not external measures.
  • Highlighted the importance of self-awareness which can help improve decision-making, and learn from failures.
  • I incorporated self-reflection strategies such as journaling, mindfulness, seeking feedback, and introspective questioning.
help us grow
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14.

references

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15.

References

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references

  • Hsieh, P. P., & Schallert, D. L. (2008). Implications from self-efficacy and attribution theories for an understanding of undergraduates’ motivation in a foreign language course. Contemporary Educational Psychology, 33, 513–532.
  • Mali, Y. C. G. (2015). Students’ attributions on their English speaking enhancement. Indonesian Journal of Applied Linguistics, 4(2), 32
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17.

references

  • Sabancı, P. (2023-present). Psikopatika. https://open.spotify.com/show/3KpBHmhPaOCbFwdTShKL4F
  • Williams, M., Burden, R. L., Poulet, G. M. A., & Maun, I. C. (2004). Learners’ perceptions of their successes and failures in foreign language learning. The Language Learning Journal, 30(1), 19-29.
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Merve Tulek