Construct Validity of Language Achievement Causal Attribution Scale (LACAS)

Erten İ. H., Çağatay S.

JOURNAL OF LANGUAGE TEACHING AND LEARNING, vol.10, no.1, pp.20-37, 2020 (ESCI) identifier

  • Publication Type: Article / Article
  • Volume: 10 Issue: 1
  • Publication Date: 2020
  • Journal Indexes: Emerging Sources Citation Index (ESCI), Communication & Mass Media Index, MLA - Modern Language Association Database
  • Page Numbers: pp.20-37
  • Keywords: Language Learning Achievement, Causal Attribution Scale, Language Achievement Causal Attribution Scale (LACAS), Language Learning, FOREIGN-LANGUAGE, MOTIVATION, PERCEPTIONS, ENGLISH
  • Middle East Technical University Affiliated: Yes


Causal attribution theory has attracted the attention of the scholars recently as it has a pivotal role in learners' motivated behaviour and effort for their future learning experiences. According to this theory, learners' perceived cause of their academic performances can be based on locus of control, controllability or stability. In this way, it might be easier for scholars or teachers to identify the "motivationally-at risk" students and take necessary actions. Although learners might state a wide range of reasons for their performances including effort, ability, or teacher, it is challenging to collect quantitative data when the number of the participants is quite high as a valid and a reliable scale, specifically designed for language learning- has not been developed in the world yet. Considering this shortcoming, this study purports to develop a scale to measure causal attributions of language learners, so that scholars can easily determine motivational problems among students. (c) Association of Applied Linguistics. All rights reserved