An Exploratory Study of Beliefs about Foreign Language Learning Among Self-Learners of English in Saudi Arabia

This mixed-method exploratory study was conducted to investigate the types of beliefs that Saudi self-learners of English as a foreign language bring to the learning process. It also examined the possible links between those beliefs and self-rated English proficiency and explored whether individual factors, such as age and gender, played a role in shaping the learners’ beliefs. Data were collected from 243 participants, using three instruments, two quantitative and one qualitative. The first was the Background Information Questionnaire, which was designed specifically for this study and consisted of two parts. The first part collected demographic data about the learners, and the second part elicited the participants’ self-rated English proficiency in the four basic skills of listening, speaking, reading, and writing. The second questionnaire was a modified version of Horwitz’s (1985) Beliefs about Language Learning Inventory (BALLI) and consisted of 27 items. The qualitative data were collected using one-on-one retrospective interviews, mainly to support and interpret the questionnaire results. The findings revealed that the beliefs of the participants were mostly realistic. Further, a significant positive correlation at the .01 level was found between the learners’ belief that they had foreign language aptitude and their self-rated English proficiency. The results of independent samples t-tests revealed two significant differences in learner beliefs according to gender and four significant ones according to age. The study concluded by offering recommendations and suggestions for further research in the field. Received: 3 December 2020 / Accepted: 27 January 2021 / Published: 3 January 2022

Stages of Acquisition and the P/E Model of Working Memory: Complementary or contrasting approaches to foreign language aptitude?

This paper explores the roles of both working memory (WM) and more traditional aptitude components, such as input processing and language analytic ability in the context of foreign language learning aptitude. More specifically, the paper compares two current perspectives on language aptitude: the Stages Approach (Skehan, 2016, 2019) and the P/E Model (Wen, 2016, 2019). Input processing and noticing, pattern identification and complexification, and feedback are examined as they relate to both perspectives and are then used to discuss existing aptitude testing, recent research, and broader theoretical issues. It is argued that WM and language aptitude play different but complementary roles at each of these stages, reflecting the various linguistic and psycholinguistic processes that are most prominent in other aspects of language learning. Overall, though both perspectives posit that WM and language aptitude have equal importance at the input processing stage, they exert greater influence at each of the remaining stages. More traditional views of aptitude dominate at the pattern identification and complexification stage and WM with the feedback stage.

Efl Students’ Speaking Achievement And Its Relationship With Epistemic Beliefs

The purpose of the present research is to uncover relationship between English as a Foreign Language (EFL) students' speaking score achievement and their epistemic beliefs. To this end, 63 Indonesian EFL students completed two different instruments, namely EFL epistemic beliefs questionnaire and final test of Intensive Speaking course. The results of Pearson Product Moment Correlation demonstrated that speaking achievement is significantly correlated with epistemic beliefs adapted from Emaliana (2017), consisting seven sub dimensions, namely, fix ability, certain knowledge, simple knowledge, omniscient authority, learning and communication strategies, foreign language aptitude, and motivation and expectation. Likewise, the findings manifested that sophisticated students who are indicated by high level of epistemic beliefs outperform simple students, who are otherwise having low level of epistemic beliefs. This research holds significant implications for curriculum, teaching and learning materials and instructional media developers, as well as teachers to afford students with personal beliefs about knowledge and knowing EFL to enhance the students' speaking skill.

Investigating Learners’ Beliefs in Learning English: A Case Study

ABSTRACTThe 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.ABSTRAKTujuan 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

An Exploratory Interplay of EFL Teachers’ Reflection and Their Teaching and Learning Beliefs

The main objective behind this study was to investigate the association between EFL teachers’ reflective behavior and their language learning and teaching beliefs. Accordingly, two respective questionnaires were given to 130 male and female EFL teachers who were conveniently sampled, and the elicited data were analyzed via correlational and multiple/multivariate regression analyses. Five components of teachers’ beliefs such as foreign language aptitude, the difficulty of language learning, the nature of language learning, learning and communication strategies and motivation and expectations were taken into account in the analyses. The results indicated that although there is a significant relationship between teachers’ reflectivity and their beliefs on language learning, teachers’ reflection is not a significant predictor for teachers’ beliefs and its constituting components.

UZBEKISTAN MOD FOREIGN LANGUAGE APTITUDE TEST: A CRITICAL EVALUATION

Globalization has entailed a growth in importance of the second/foreign language teaching and learning all over the world with the number of both voluntary and involuntary language learners increasing on daily basis. There is, however,a widely attested discrepancy in actual results achieved by those engaged in second/foreign language learning usually explained by means of invocation of a specialized talent that certain individuals have, whilst others lack. Such a talent is thought to be measurable and the results obtained are regarded as valid predictors of success for intensive foreign language programs. The present article deals with critical appraisal of one of such instruments in terms of both its theoretical and practical validity. A number of points to be addressed for the purpose of the instrument improvement are demonstrated via referral to both basic statistic techniques and scientific consensus in the field of language learning aptitude research.

CZYNNIKI AFEKTYWNE W TEORII I BADANIACH NAD ZDOLNOŚCIAMI JĘZYKOWYMI

There is much controversy surrounding the influence of affect on foreign language aptitude. In most foreign language aptitude models and tests this factor is treated marginally or it is entirely absent. In research studies, much attention is devoted to individual factors defined in the context of positive psychology, but their relationships with cognitive factors are rarely analyzed. This paper is an attempt to present the role of factors other than cognitive in foreign language aptitude theory and research, selected reasons for their weak position, as well as pedagogical implications and suggestions for further research.