Lakhasly

The present study was designed to look into the students' attributions to their success and failure in English language acquisition as a second language.It was found by researchers that most students selected activities from reading skills in which they experienced success.Based on the study's findings, it is recommended that administrators and instructors can take a leading role in changing students' perspectives so they realise that working harder can raise the chances of success rather than attributing their failure to their incapacity and the difficulty of the task as the primary causes of their failure to learn the English language.The data from the sample was gathered using two questionnaires developed by Thang et al.(2011), Attribution to Failure Questionnaire (AFQ) and the Attribution to Success Questionnaire (ASQ).

The present study was designed to look into the students’ attributions to their success and failure in English language acquisition as a second language. The study also sought to determine how students' attributional tendencies differed depending on whether they were in a success or failure situations. The study employed a descriptive research design. The study's population comprised all graduate students enrolled in the public sector colleges located in the Lahore district. 1358 students from public sector colleges in the Lahore district (1030 females and 328 men) were included in the sample. Multi-stage sampling technique was used to frame a representative sample for the study. The data from the sample was gathered using two questionnaires developed by Thang et al.(2011), Attribution to Failure Questionnaire (AFQ) and the Attribution to Success Questionnaire (ASQ). It was found by researchers that most students selected activities from reading skills in which they experienced success. Conversely, students chose a speaking and reading activities in which they faced failure. Furthermore, as the study's results showed, students in the success situation attributed their performance to their interest to get a good grade, their effort, and the teacher's influence, while students in the failure situation blamed their performance on their incapacity and the difficulty of the task. Based on the study's findings, it is recommended that administrators and instructors can take a leading role in changing students' perspectives so they realise that working harder can raise the chances of success rather than attributing their failure to their incapacity and the difficulty of the task as the primary causes of their failure to learn the English language.