Attribution Theory, Personality Traits, and Gender Differences among EFL Learners

This study was designed to determine whether there is any association between learners' personality traits and their sets of attributions in learning English as a foreign language, regarding their gender differences. To this aim, 216 lower intermediate English language learners, 111 male and 105 female, studying in Shokouh English language institutes in Mashhad took part in the study. They completed NEO-Five Factor Inventory (NEO-FFI) and Attribution questionnaire (ATFLL). The results of the correlational study in male and female groups indicated significant relationships between some of personality traits and sub-scales of attribution theory. The result of t-test showed that the difference between means was not significant in any of the attribution sub-constructs between male and female learners. Regarding personality factors, results showed that the difference between the means was significant only for Agreeableness and Conscientiousness.

This study was designed to determine whether there is any association between learners' personality traits and their sets of attributions in learning English as a foreign language, regarding their gender differences. To this aim, 216 lower intermediate English language learners, 111 male and 105 female, studying in Shokouh English language institutes in Mashhad took part in the study. They completed NEO-Five Factor Inventory (NEO-FFI) and Attribution questionnaire (ATFLL). The results of the correlational study in male and female groups indicated significant relationships between some of personality traits and sub-scales of attribution theory. The result of t-test showed that the difference between means was not significant in any of the attribution sub-constructs between male and female learners. Regarding personality factors, results showed that the difference between the means was significant only for Agreeableness and Conscientiousness.