Exploring the Influence of Personality Traits on Casual Attributions in Language Learning

In the contemporary era of globalization and economic shifts, acquiring foreign language skills has become almost indispensable. The ability to communicate in a language other than one's native tongue offers individuals a strategic advantage, facilitating informed decisions and empowering them in various life pursuits. Consequently, there is a growing emphasis on learning languages such as English, German, French, and Chinese. However, this increased focus on language acquisition has brought about significant changes in the landscape of foreign language education. Despite the considerable attention given to language education, particularly in English, which stands as the international lingua franca, learners often encounter challenges in attaining proficiency. This study aimed to explore the influence of personality traits on the success and failure of high school students in learning a foreign language. Conducted using a mixed research method and sequential design, the study involved 984 high school students from the 11th and 12th grades in the Edremit, İpekyolu, and Tuşba districts of Van province. To gather comprehensive data, a combination of quantitative tools such as the "Personal Information Form," "Five Factor Personality Inventory," and "Scale of Attribution of Success and Failure," along with qualitative insights from a "semi-structured interview form," was utilized. The study commenced by establishing a robust theoretical framework, elucidating pivotal concepts such as personality, its basic characteristics, dimensions, attribution theory, and its relationship to foreign language learning. Furthermore, the literature review encapsulated insights from prior studies within attribution theory and personality traits. Subsequently, the mixed-method design, participant information, data collection tools, and procedures were elaborated upon in detail. Employing Weiner's attribution theory, the obtained data were thoroughly deliberated upon, leading to the formulation of recommendations for prospective research. Upon analyzing both quantitative and qualitative data, it became evident that students attributed their success and failure in learning English as a Foreign Language to multifarious factors. Successful students predominantly ascribed their achievements to internal, controllable, and variable factors. Conversely, less successful students attributed their shortcomings to external, uncontrollable, and permanent reasons. Further analyses highlighted the significant influence of gender on attribution types and item-level attributions. Moreover, personality traits (extraversion, agreeableness, conscientiousness, neuroticism, and openness to experience), age, high school type, department level, grade, and academic performance exhibited notable disparities in attributions.