Examining The Relationship Between Attribution Style And Academic Achievement Among Algerian Efl Learners

Résumé: In light of the attribution theory, previous studies attempted to understand the relationship between perceived causes of 1success and failure and learner outcomes. The main cognitive process that this study focuses on is the causal attribution of academic success and failure, in other words the process of attribution in academic achievement. Attribution process is the attempt in which individuals attribute the result (success or failure) to specific causes that may be internal or external. In this study, the aim was to study the relationship between the process of attribution and academic achievement among learners of English as a foreign language at Oum El Bouaghi University. The method used in this research is the descriptive method. Therefore, we have administrated a questionnaire for the third year learners in the English Department of Oum EL Bouaghi University to verify the validity of the hypothesis. And the results reveals that the mention hypothesis is correct where it was found that from the participants which presents the higher academic achievers meaning, categories with the regular academic averages [ 10- 12], [12-15], and above 15 their attribution style was mostly internal with some exceptional cases.

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