SWS Academic Research eLibrarySocial Sciences & Art

Scholarly record

HOW CAN ENGLISH TEACHERS AS ROLE MODELS INFLUENCE THE WAY ITALIAN UNDERGRADUATE STUDENTS ATTRIBUTE THEIR SUCCESS IN EFL LEARNING?

Federico Valente, Francesco Spilabotte

First published: 2025https://doi.org/10.35603/sws.iscah.2025/s03.31View metrics

Abstract

The purpose of this article is to research to what extent teachers of English as role models could exert influence on the process through which Italian undergraduate students tend to attribute their success in learning English as a foreign language. The trigger for this investigation comes from articles of TESOL that we read when we were studying for the MA in Applied Linguistics in the UK. This study was conducted at the University of Malta and the data gathering process consists of a quantitative approach through a questionnaire structured for twenty Italian undergraduate EFL students in order to investigate the learners’ beliefs and reasons that could cause their success or failure in their learning experience with particular attention on the position of the teacher as role model. The literature review analyses theoretical issues regarding the intrapersonal and interpersonal theories of motivation in a foreign language classroom along with a psychological analysis of the students’ perceptions of effective EFL teachers. Findings suggest that there seem to be significant differences in students’ learning paths depending on their gender which indicates that it may have a leading role on how students perceive failure, success and above all the involvement of their teachers in the classroom.

Publication Impact Profile

PlumX
No metrics available.
PLUMX see details

Publication details

Title
HOW CAN ENGLISH TEACHERS AS ROLE MODELS INFLUENCE THE WAY ITALIAN UNDERGRADUATE STUDENTS ATTRIBUTE THEIR SUCCESS IN EFL LEARNING?
Authors
Federico Valente, Francesco Spilabotte
Proceedings
Proceedings of 12th SWS International Scientific Conference on Arts And Humanities - ISCAH 2025
Publisher
SGEM WORLD SCIENCE (SWS) Scholarly Society
Year
2025
Pages
293-300
SWS Citekey
Valente20256293300
ISSN
2682-9940
ISBN
978-3-903438-15-6
Language
en
Publication type
Proceedings Paper
Keywords
EFLgendermotivationrole modelsteachers
References15

  1. Arnot, M., & David, M., & Weiner, G. (1999). Closing the Gender Gap: Postwar Education and Social Change. Cambridge: Polity Press.

  2. Bar-Tal, D., & Frieze, I.H. (1977). Achievement Motivation for Males and Females as a Determinant of Attributions for Success and Failure. Sex Roles. Vol.3/3. P.301-313.

  3. Bentham, S. (2002). Psychology in Education. East Sussex: Routledge.

  4. Beyer, S. (1998/1999). Gender Differences in Causal Attributions by College Students of Performance on Course Examinations. Current Psychology: Developmental, Learning, Personality. Vol.17/4. P.346-358.

  5. Campbell, C.R., & Henry, J.W. (1999). Gender Differences in Self-Attributions: Relationship of Gender to Attributional Consistency, Style, and Expectations for Performance in a College Course. Sex Roles. Vol. 41/1-2. P.95-104.

  6. Cochran, J.F., & McCallum, R.S., & Bell, S.M. (2010). Three A’s: How Attributions, Attitudes, and Aptitude Contribute to Foreign Language Learning. Foreign Language Annals. Vol.43/4. P.566-581.

  7. Fatemi, A.H., & Asghari, A. (2012). Attribution theory, Personality Traits, and Gender Differences among EFL Learners. International Journal of Education. Vol. 4/2. P.181-200.

  8. Guilloteaux, M.J., & Dornyei, Z. (2008). Motivating Language Learners: A ClassroomOriented Investigation of the Effects of Motivational Strategies on Student Motivation. TESOL Quarterly. Vol.42/1. P.55-77.

  9. Kourieos, S., & Evripidou, D. (2013). Students’ Perceptions of Effective EFL Teachers in University Settings in Cyprus. English Language Teaching. Vol.6/11. P. 1-16.

  10. Lockwood, P. (2006). “Someone like me can be successful”: So College Students Need SameGender Role Models? Psychology of Women: Blackwell Publishing. Vol.30 p.36-46.

  11. McClure, J., & Meyer, L.H., & Garisch, J., & Fischer, R., & Weir, K.F., & Walkey, F.H. (2011). Students’ Attributions for their Best and Worst Marks: Do they Relate to Achievement? Contemporary Educational Psychology. Vol.36/2. P.71-81.

  12. Meece, J.L., & Glienke, B.B., & Burg, S. (2006). Gender and Motivation. Journal of Psychology. Vol.44. p.351-373.

  13. Nyikos, M. (1990). Sex-Related Differences in Adult Language Learning: Socialization and Memory Factors. The Modern Language Journal. Vol. 74/3. P.273-287.

  14. Stajkovic, A.D., & Sommer, S.M. (2000). Self-Efficacy and Causal Attributions: Direct and Reciprocal Links. Journal of Applied Social Psychology. Vol.30/4. P.707-737.

  15. Weiner, B. (2000). Intrapersonal and Interpersonal Theories of Motivation from an Attributional Perspective. Educational Psychology Review. Vol.12/1. P. 1-14.

View or Download full articleAccess options
Full paper accessChoose SWS login, librarian support, or instant article download.

SWS access login

Login as SWS Scientific Committee

Authors and approved SWS contributors will read and export their own linked papers after identity matching by SWS profile, email and SGEM GlobalID.

For librarian assistance: [email protected]

Purchase Instant Access

48-hour online accessComing soon
Online-only accessComing soon
Download the full article in PDF formatEUR 35
  • Article can be downloaded after successful payment.
  • Article may be used according to SWS library access terms.
  • Article cannot be redistributed.
Get full paper

Back to publication list