Investigating Learners’ Beliefs in Learning English: A Case Study
28 Sep 2020-Journal of English and Education (LP2M Universitas Islam Negeri (UIN) Syarif Hidayatullah Jakarta)-Vol. 6, Iss: 2, pp 153-170
TL;DR: Iswati et al. as discussed by the authors investigated the beliefs of English as a Foreign Language (EFL) learners in a mixed-ability class of a private university in Yogyakarta.
Abstract: The purpose of this study was to investigate the beliefs of English as a Foreign Language (EFL) learners in a mixed-ability class of a private university in Yogyakarta. Having 30 respondents who took an English class at the Language Training Centre of the university, this study mostly employed a quantitative research design, through which data were taken using the BALLI questionnaire consisting of 35 question items. To support the quantitative data, interview were conducted. The quantitative data were analyzed using a 5-point Likert-scale, while the qualitative data were verbally described. The results show that learners’ self-efficacy and expectation about learning English is low (3.20); learners’ perceived value and nature of learning spoken English is fair (3.76); learners’ beliefs about foreign language aptitude is low (3.11); learners’ beliefs in formal structural studies (3.11) is also low. Therefore, it is suggested that teachers evaluate their teaching approach and strategy in order to increase students’ motivation, confidence, and interest in learning English which can eventually promote learners’ success in learning English as a foreign language . ABSTRAK Tujuan dari penelitian ini adalah untuk menyelidiki keyakinan bahasa Inggris sebagai Bahasa Asing (EFL) pada kelas dengan kemampuan campuran di universitas swasta di Yogyakarta. Dengan 30 responden yang mengambil kelas bahasa Inggris di Pusat Pelatihan Bahasa universitas tersebut, penelitian ini menggunakan metode kuantitatif, dimana data diambil menggunakan kuesioner BALLI yang terdiri dari 35 buah pertanyaan. Untuk mendukung data kuantitatif, wawancara dilakukan. Data kuantitatif dianalisis menggunakan skala Likert 5 poin, sedangkan data kualitatif dijelaskan secara verbal. Hasil penelitian menunjukkan bahwa: efikasi diri dan harapan mahasiswa dalam belajar bahasa Inggris rendah (3,20); nilai yang dirasakan mahasiswa dan sifat alamiah dalam belajar bahasa Inggris secara lisan adalah cukup (3,76); keyakinan mahasiswa tentang bakat dalam belajar bahasa asing rendah (3,11); dan keyakinan mahasiswa dalam studi struktural formal rendah (3,11). Oleh karena itu, disarankan agar dosen mengevaluasi pendekatan dan strategi pengajaran mereka untuk meningkatkan motivasi, keyakinan diri, dan minat mahasiswa dalam belajar bahasa Inggris yang pada akhirnya dapat mendukung keberhasilan mereka dalam belajar bahasa Inggris sebagai bahasa asing . How to Cite : Iswati,L. (2019). Investigating Learners’ Beliefs in Learning English: A Case Study. IJEE (Indonesian Journal of English Education), 6 (2), 153-170. doi:10.15408/ijee.v6i2.14362
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01 Jan 1999
TL;DR: Second language acquisition research has been extensively studied in the literature as discussed by the authors, with a focus on second language acquisition in the context of English as a Second Language Learning (ESL) programs.
Abstract: Acknowledgements Introduction PART ONE - BACKGROUND Introduction 1. Second language acquisition research: an overview PART TWO - THE DESCRIPTION OF LEARNER LANGUAGE Introduction 2. Learner errors and error analysis 3. Developmental patterns: order and sequence in second language acquisition 4. Variability in learner language 5. Pragmatic aspects of learner language PART THREE - EXPLAINING SECOND LANGUAGE ACQUISITION: EXTERNAL FACTORS Introduction 6. Social factors and second language acquisition 7. Input and interaction and second language acquisition PART FOUR - EXPLAINING SECOND LANGUAGE ACQUISITION: INTERNAL FACTORS Introduction 8. Language transfer 9. Cognitive accounts of second language acquisition 10. Linguistic universals and second language acquisition PART FIVE - EXPLAINING INDIVIDUAL DIFFERENCES IN SECOND LANGUAGE ACQUISITION Introduction 11. Individual learner differences 12. Learning strategies PART SIX - CLASSROOM SECOND LANGUAGE ACQUISITION Introduction 13. Classroom interaction and second language acquisition 14. Formal instruction and second language acquisition PART SEVEN - CONCLUSION Introduction 15. Data, theory, and applications in second language acquisition research Glossary Bibliography Author index Subject index
981 citations
Journal Article•
18 Jul 2016-World Academy of Science, Engineering and Technology, International Journal of Cognitive and Language Sciences
TL;DR: This paper proposed a methodological framework based on a complex dynamic systems perspective, which re-conceptualises the investigation of motivation in second language acquisition in qualitative and mixed method approaches by offering one flexible tool for case study approaches.
Abstract: Researching motivation in language learning is complex and multi-faceted. Various models of learner motivation have been proposed in the literature, but no one model supplies a complex and coherent framework for investigating a range of motivational characteristics. Building on previous models I propose such a methodological framework, based on a complex dynamic systems perspective, which re-conceptualises the investigation of motivation in second language acquisition in qualitative and mixed method approaches by offering one flexible tool for case study approaches. This new framework has been tried and tested in three locations in England and reported as case studies. The study aimed to address the following research questions: (1) In what ways does content and language integrated learning (CLIL) impact on learner motivation? (2) What are the main elements of CLIL that enhance motivation? Overall analysis of the results found that where expectations of success were high and where the teaching was...
7 citations
TL;DR: In this paper , the authors used the hidden Markov model to evaluate the performance of the self-learning system of spoken English and showed that the evaluation based on the limit theory can make the operation of the spoken English self learning system stable.
Abstract: With the globalization of the contemporary social economy and its ever-increasing influence, it is particularly important to master a common language in the world at this stage English. For the subjects who have the opportunity to learn English, their listening, reading, writing, and other abilities are relatively good, but the speaking ability is relatively lacking. Therefore, the self-study of spoken English is particularly important for the improvement of the practical application ability of English, and an efficient self-study system will also play a better role in the self-study process. The efficiency of a system depends on the maximum and minimum magnitudes that the system can carry. Therefore, for the self-learning system of spoken English in this paper, it is necessary to calculate the maximum and minimum carrying capacity. Therefore, it is necessary to deal with the limit thinking of the maximum and minimum carrying capacity of the system. The evaluation based on limit theory in this paper is a kind of evaluation of the maximum and minimum carrying capacity of the English oral self-learning system by using the convergence and dispersion characteristics of limit thinking. In order to evaluate the performance of the oral English self-learning system, this paper implements the dynamic evaluator of the oral English self-learning system, and constructs a hardware system for the self-learning oral English. This paper also uses the hidden Markov model in the self-learning system and the application of the central limit theory. The corresponding experimental results show that the mean value of the spoken English test data is 25.1337, and the standard deviation is 2.01385, which is in line with the normal distribution. It shows that the evaluation based on the limit theory can make the operation of the spoken English self-learning system stable.
References
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Book•
01 Jan 2014
TL;DR: Second language acquisition research has been extensively studied in the literature as discussed by the authors, with a focus on second language acquisition in the context of English as a Second Language Learning (ESL) programs.
Abstract: Acknowledgements Introduction PART ONE - BACKGROUND Introduction 1. Second language acquisition research: an overview PART TWO - THE DESCRIPTION OF LEARNER LANGUAGE Introduction 2. Learner errors and error analysis 3. Developmental patterns: order and sequence in second language acquisition 4. Variability in learner language 5. Pragmatic aspects of learner language PART THREE - EXPLAINING SECOND LANGUAGE ACQUISITION: EXTERNAL FACTORS Introduction 6. Social factors and second language acquisition 7. Input and interaction and second language acquisition PART FOUR - EXPLAINING SECOND LANGUAGE ACQUISITION: INTERNAL FACTORS Introduction 8. Language transfer 9. Cognitive accounts of second language acquisition 10. Linguistic universals and second language acquisition PART FIVE - EXPLAINING INDIVIDUAL DIFFERENCES IN SECOND LANGUAGE ACQUISITION Introduction 11. Individual learner differences 12. Learning strategies PART SIX - CLASSROOM SECOND LANGUAGE ACQUISITION Introduction 13. Classroom interaction and second language acquisition 14. Formal instruction and second language acquisition PART SEVEN - CONCLUSION Introduction 15. Data, theory, and applications in second language acquisition research Glossary Bibliography Author index Subject index
6,364 citations
TL;DR: Zolt n Dornyei et al. as mentioned in this paper presented a Motivation in Second and Foreign Language Learning: Motivation for second and foreign language learning, 1998, Volume 31, Issue 03 / July 1998, pp 117 135 DOI: 10.1017/S026144480001315X, Published online: 12 June 2009
Abstract: Zolt n Dornyei Language Teaching / Volume 31 / Issue 03 / July 1998, pp 117 135 DOI: 10.1017/S026144480001315X, Published online: 12 June 2009 Link to this article: http://journals.cambridge.org/abstract_S026144480001315X How to cite this article: Zolt n Dornyei (1998). Motivation in second and foreign language learning. Language Teaching, 31, pp 117135 doi:10.1017/S026144480001315X Request Permissions : Click here
1,257 citations
"Investigating Learners’ Beliefs in ..." refers background in this paper
...language because it affects the success of learning the target language (Dörnyei, 1998; Tremblay & Gardner, 1995)....
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...Motivation plays a crucial role in the process of learning a second or foreign language because it affects the success of learning the target language (Dörnyei, 1998; Tremblay & Gardner, 1995)....
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...Furthermore, Dörnyei (1998) added that motivation functions as a driving force for continuous learning to take place....
[...]
Book•
01 Jan 1999
TL;DR: Second language acquisition research has been extensively studied in the literature as discussed by the authors, with a focus on second language acquisition in the context of English as a Second Language Learning (ESL) programs.
Abstract: Acknowledgements Introduction PART ONE - BACKGROUND Introduction 1. Second language acquisition research: an overview PART TWO - THE DESCRIPTION OF LEARNER LANGUAGE Introduction 2. Learner errors and error analysis 3. Developmental patterns: order and sequence in second language acquisition 4. Variability in learner language 5. Pragmatic aspects of learner language PART THREE - EXPLAINING SECOND LANGUAGE ACQUISITION: EXTERNAL FACTORS Introduction 6. Social factors and second language acquisition 7. Input and interaction and second language acquisition PART FOUR - EXPLAINING SECOND LANGUAGE ACQUISITION: INTERNAL FACTORS Introduction 8. Language transfer 9. Cognitive accounts of second language acquisition 10. Linguistic universals and second language acquisition PART FIVE - EXPLAINING INDIVIDUAL DIFFERENCES IN SECOND LANGUAGE ACQUISITION Introduction 11. Individual learner differences 12. Learning strategies PART SIX - CLASSROOM SECOND LANGUAGE ACQUISITION Introduction 13. Classroom interaction and second language acquisition 14. Formal instruction and second language acquisition PART SEVEN - CONCLUSION Introduction 15. Data, theory, and applications in second language acquisition research Glossary Bibliography Author index Subject index
981 citations
TL;DR: This paper investigated the relation of a number of new measures of motivation such as persistence, attention, goal specificity, and causal attributions to each other, to existing measures of attitudes and motivation, and to indices of achievement in French courses.
Abstract: Recent reviews by Crookes & Schmidt (1991), Dornyei (1994), and Oxford and Shearin (1994) have suggested that research concerned with motivation in second language acquisition would benefit from a consideration of motivational constructs from other research areas. The present study addresses this issue by investigating the relation of a number of new measures of motivation such as persistence, attention, goal specificity, and causal attributions to each other, to existing measures of attitudes and motivation, and to indices of achievement in French courses. A sample of 75 students in a francophone secondary school completed various motivational and attitudinal measures, and subsequently wrote a French essay. Their final grades in the French course were later obtained from the school records. Support was found for a LISREL structural equation model linking different aspects of motivation with language attitudes, French language dominance, and French achievement. It was concluded that the new motivational measures add to our understanding of motivation in language learning.
670 citations
"Investigating Learners’ Beliefs in ..." refers background in this paper
...Motivation to learn a foreign language needs to be accompanied by effort (Tremblay & Gardner, 1995)....
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...Motivation plays a crucial role in the process of learning a second or foreign language because it affects the success of learning the target language (Dörnyei, 1998; Tremblay & Gardner, 1995)....
[...]
TL;DR: It is suggested that learning presence represents elements such as self-efficacy as well as other cognitive, behavioral, and motivational constructs supportive of online learner self-regulation in the Community of Inquiry framework.
Abstract: In this paper we examine the Community of Inquiry framework (Garrison, Anderson, & Archer, 2000) suggesting that the model may be enhanced through a fuller articulation of the roles of online learners. We present the results of a study of 3165 students in online and hybrid courses from 42 two- and four-year institutions in which we examine the relationship between learner self-efficacy measures and their ratings of the quality of their learning in virtual environments. We conclude that a positive relationship exists between elements of the CoI framework and between elements of a nascent theoretical construct that we label ''learning presence''. We suggest that learning presence represents elements such as self-efficacy as well as other cognitive, behavioral, and motivational constructs supportive of online learner self-regulation. We suggest that this focused analysis on the active roles of online learners may contribute to a more thorough account of knowledge construction in technology-mediated environments expanding the descriptive and explanatory power of the Community of Inquiry framework. Learning presence: Towards a Theory of Self-efficacy, Self-regulation, and the Development of a Communities of Inquiry in Online and Blended Learning Environments.
611 citations
"Investigating Learners’ Beliefs in ..." refers background in this paper
...Meanwhile, Shea & Bidjerano (2010) cited Bandura that selfefficacy is subjective in a way that one judges the degree of his or her competence to perform particulars conducts or to achieve future goals....
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