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Hazırlık Okulu

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    Citation Count: Toscu, Saliha (2020). "What Factors do Learners Attribute to Their Speaking Achievement?", European Journal of Foreign Language Teaching, Vol. 4, No. 4.
    What Factors do Learners Attribute to Their Speaking Achievement?
    (2020) Toscu, Saliha; 19287
    This study aims to explore the factors affecting speaking achievement of language learners who were studying at an English preparatory school at the university level in Turkey. The study involved the participation of 131 language learners who had intermediate level of English proficiency. The participants were chosen using convenience sampling and took part in the study on a voluntary basis. The instrument used to collect data basically had two parts. The first part involved Language Achievement Attribution Scale (LAAS) developed by Hsieh (2004), which aimed to reveal the reasons which the participants attributed to their speaking scores. The second part included Attitude/ Motivation Test Battery questionnaire (on a 5-point Likert scale) developed by Gardner (1985), which revealed the participants’ attitudes towards language learning, integrative and instrumental motivation, interest in foreign language and speaking anxiety. The data were analyzed on the Statistical Package for the Social Sciences (SPSS) and it was found that there was no statistically significant effect of motivation on language learners’ speaking achievement, but speaking anxiety influenced it. In addition, the study showed that there were differences among the participants in the reasons they attributed to their speaking success depending on how motivated and anxious they were.