Investigation and Analysis of Attribution Bias Between Teachers and Students in EFL (English as a Foreign Language) Classes in China

DOI

10.2991/assehr.k.211217.029How to use a DOI?

Keywords

Causal attribution; Self-serving bias; Fundamental attribution error; Teacher-student dyad

Abstract

This research is to test attribution disagreements between students and teachers in classes in China under the theoretical framework of attribution bias. The teacher-student dyad analysis proves to be a more reliable way to test attribution bias when the number of teacher samples fails to match that of student. It is revealed that disagreements between students and teachers concerning outcome evaluation, causal perception, and future expectancy do exist in foreign language teaching and learning, which provides valuable suggestions on the enhancement of students’ performance in foreign language acquisition.

Copyright

© 2021 The Authors. Published by Atlantis Press SARL.

Open Access

This is an open access article under the CC BY-NC license.

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TY  - CONF
AU  - Yu Cheng
AU  - Yuerong Gao
AU  - Haiyan Wang
PY  - 2021
DA  - 2021/12/17
TI  - Investigation and Analysis of Attribution Bias Between Teachers and Students in EFL (English as a Foreign Language) Classes in China
BT  - Proceedings of the 2nd International Conference on Education Studies: Experience and Innovation (ICESEI 2021)
PB  - Atlantis Press
SP  - 185
EP  - 199
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.211217.029
DO  - 10.2991/assehr.k.211217.029
ID  - Cheng2021
ER  -