An investigation into the relationship between students attributions, mediated learning experience and motivation in English language learning

This study is aspired after whether the implementation of mediated learning experience (MLE) in English language classrooms will have an effect on students? attributions towards English language learning. It was a quasi-experimental, one-group time series study in which students were given pre-test and post-test before and after mediated learning experience intervention by their English language teacher, who is the researcher herself. This study was conducted in Altınoluk Niyazi Erol Primary School, Altınoluk, Balıkesir. The participants were 7th grade students in the first semester of 2010. At the beginning of the semester, students were given a questionnaire to evaluate their attributions and a scale to check their motivation. After a while, they were provided eight-week-MLE by their teacher. At the end of the treatment phase, students were given the same tests as post-test. In order to determine the differences between the results, Statistical Packages for the Social Sciences (SPSS) was used. Data analysis revealed that eight-week period is not enough to have a great progression in students? attributions in a positive way. However, there are still changes in their achievement attributions. Therefore, according to the results, it can be suggested that mediated learning experience can be supplied to have more optimistic learners in our language classrooms.Key Words: Attributions, Mediated Learning Experience, Motivation, Foreign Language Learning.