Abstract
Learners have different beliefs
about language learning. Some of them perhaps think that English is easy,
learning grammar is more important than vocabulary, we do not need language
aptitude to learn the target language during we strive for, et cetera. These
beliefs will influence their attitude and experience as language learners in
language learning. Moreover, learners’ beliefs could be either facilitate or
obstruct, and it can influence their language proficiency. The study focused on
the role of learners beliefs in predicting language proficiency. A Horwitz’s BALLI questionnaire and TOEFL
preparation test were administered to 81 English learners of the fourth
semester of UIN Maulana Malik Ibrahim Malang. The results showed that the
linear combination of the five aspects of learner beliefs do not significantly
affect proficiency attainment, as measured by TOEFL. In order word, learner
beliefs do not contribute to learner English
proficiency.
Keywords: learner beliefs, language proficiency
The linguists
say that learning a foreign and/or second language is not an easy thing. It
needs hard efforts. We have to provide our time, energy, mind, and even money
to learn it. Without a sacrifice, it is impossible for us to master it well.
However, each learner has different
characteristics. Individual differences
affect second language attainment success. Individual differences (IDs)
are characteristics or traits in respect of which individuals may be shown to
differ from each other
(Dornyei, 2005, p. 1)
And we know that
English in Indonesia is a foreign language. As a foreign language, we do not
use it in our daily activities. Commonly, we just find it in the class where it
is being taught. So, some of us get harder to learn English than other.
Why do individuals differ so much in foreign and/or second language
attainment success? There are many factors influence success of learners
to learn English. One of them is learner beliefs. It is regarded main variable
contributing to individual learner differences in foreign and/or second
language learning besides language aptitude and motivation.
Teachers have come to view
language learners as individuals approaching language learning in their own
unique way. As this issue reflects, one of the important areas of current
interest about language learners is their beliefs about language learning.
Learner beliefs have the potential to influence both their experiences and
actions as language learners (Horwitz, 1999).
Clearly ‘beliefs’ constitute an individual
difference variable notably different from the other individual difference
factors such as language aptitude or motivation but, like these variables,
beliefs influence both the process and product of learning. Also, like a number
of other individual difference variables, they are dynamic and situated (Ellis,
2008). Educational psychology supports the proposition of the importance of
beliefs that learners hold as a defining factor of their learning behavior
(Nikitina and Furuoka, 2006).
Learners have different
beliefs about language learning. Some of them perhaps think that English is
easy, learning grammar is more important than vocabulary, we do not need
language aptitude to learn the target language during we strive for, et cetera.
These beliefs will influence their attitude in language learning. Moreover,
learners’ beliefs could be either facilitate or obstruct, and it can influence
their language proficiency.
However, as learners want
to be successful in learning English, they must possess high-sense of self
belief. Without confidence about their ability, it is impossible for them to
learn English easily and effectively. As stated above that learners’ beliefs
influence learners’ behaviors, in particular, choice of learning strategies,
and their affective states such as confidence and anxiety, and thereby affect
both linguistic outcomes (i.e., changes in competence, knowledge, and skills in
some aspect of the target language) and nonlinguistic outcomes (i.e., changes
in reactions to the target language, the situation, and/or factors associated
with the target language) (Tanaka and Ellis, 2003).
Some researchers have been
interesting to investigate between learner beliefs and language proficiency.
However, it has been done in different perspectives. Tanaka and Ellis (2003)
examined the effect of study-abroad in learner beliefs and language
proficiency, the role of leaner beliefs in language proficiency all at once.
They divided learner beliefs into three aspects, namely analytic learning,
experiential learning and self-efficacy and confidence. They found that the
mean total TOEFL score for the 166 students improved 18.55 points from 426.73
to 445.28 before and after studying abroad. In other words, it reflected an
improvement of only 4.35%. And the three belief aspects of learners had changed
at before and after studying abroad. If before studying abroad analytic
Learning, experiential learning and self-efficacy and confidence ranked 2, 1,3
respectively while after studying abroad they ranked 3, 1, 2.It showed that the
greatest changes concerned Self-Efficacy and Confidence.
Loewen et al (2009)
focused their study on learners’ beliefs about grammar instruction and error
correction. They used six factors to investigate it. They are efficacy of
grammar, negative attitude toward error correction, priority of communication,
importance of grammar, importance of grammatical accuracy, negative attitudes
toward grammar instruction. They found that learners had a general view of the
efficacy or usefulness of grammar instruction. However, some learners held
negative views of grammar instruction and still others prioritized
communication over grammar.
Jafari and Shokrpour (2012) investigated 80 (40 female and 40 male
students) Iranian ESP learners' beliefs about language learning. It also aimed
at finding the effect of gender on learners' beliefs about
language learning. The findings revealed that the highest mean average among
the five components of beliefs about language learning is belief of motivations
and expectations (M=3.1208), followed by belief of learning and communication
strategies (M=3.0150), and belief of difficulty of language learning
(M=2.5828). The two components with the lowest scores were belief of the nature
of language (M=2.3479) and belief of foreign language aptitude (M=2.1917).
Moreover, there was a significant difference between learners’ beliefs and
gender. It proved by
t=-9.111,p<.05.
So, based on above statements, the researcher
was interested in studying learner beliefs and language proficiency. The
researcher validated Horwitz’s theory. She says that learner beliefs influence
learning successful. Is there correlation between learner beliefs and language
proficiency?
Method
Design
The study used a correlation
design. It measures the relationship between two variables learners’ beliefs
about language learning and language proficiency were examined at learners of
UIN Maulana Malik Ibrahim Malang. Learners’ beliefs were predictor, while
language proficiency was criterion. Learners’ beliefs consist of five themes,
namely foreign language aptitude, the difficulty of language learning, the
nature of language learning, learning and communication strategies, and
motivation and expectations.
Participants
The participants were 81 learners
of the fourth semester of English Department of UIN Maulana Malik Ibrahim
Malang. Based on the information given by the teacher, their age was around 19
year olds and their English proficiency level was intermediate one. The teacher
chooses those two classes for the researcher.
Instrument
The researcher used the instruments to complete her
data were a modified Indonesian version of Horwitz’s BALLI questionnaire and a
paper-based version of TOEFL (preparation) test.
To
determine the construct validity of the questionnaire, the BALLI was translated
into Indonesian by the researcher, and then it was checked by the researcher’s
advisor. It was done to find out the suitable translation of each item.
The
items were further tested for reliability using SPSS, version 15.0. To examine
the internal reliability of the questionnaire, Cronbach’s alpha was calculated
on the items relating to each of the five themes of The BALLI. And the alpha
was α = .795.
Data Collection Procedures
In collecting
the data, the researcher applied the following ways:
First, the researcher examined
learners’ English proficiency by TOEFL (preparation) test. Before the learners
did the test, the researcher explained the instruction of what the learners
should do in TOEFL (preparation) test.
Second, after
participants finished TOEFL (preparation) test, the researcher distributed
questionnaire to get data. To complete the questionnaire, 30 minutes was
allotted. Before filling the questionnaire, the researcher gave an instruction
to the participants, making sure questionnaire filled completely. As the
participants submitted questionnaire, once again the researcher checked learners’
responses of belief about language learning. If there were missing responses,
the researcher would ask the participants to complete it. So, there were no
missing data.
After, the
researcher was sure that the data were complete. She labeled the data one by
one by giving number. It starts from 1 to 81.
After labeling
the learners’ answer sheet of TOEFL (preparation) test and BALLI questionnaire,
the researcher checked the learners’ work and counted the number of correct
answer in each section separately. Then, the researcher determined the
converted score that corresponds to the number of correct answers for each
section. The last was figuring out the total score by adding the three
converted scores from listening comprehension, structure and written expression,
and vocabulary and reading comprehension, dividing the product by 3, and
multiplying the sum by 10.
Meanwhile, on
the BALLI, the researcher checked and counted the mean of students’ responses
based on five themes separately.
Techniques
of Data Analysis
To analyze the data, the researcher
used SPSS, version 15.0. After collecting and studying data that were taken
from samples. In order to explore the results of this study fully, TOEFL
(preparation) test score and BALLI were calculated by multiple regression
analysis and multiple correlation. Multiple regression analysis allows the
researcher to predict the score of dependent variable (criterion) from two or
more independent variable (predictors). The researcher started analyzing data
in the following steps:
- The researcher scored learners’ TOEFL (preparation) test to measure English proficiency.
- Then, the researcher counted the mean score of learners’ responses questionnaire of each aspect of learners’ beliefs.
- All scores both learners’ TOEFL(preparation) test and each aspect of learner beliefs entered into SPSS version 15.0 used multiple regression analysis and multiple correlation.
- The researcher made conclusion based on results of SPSS to answer the research problem.
Results and Discussion
The Results of Data Analysis
According to
result of SPSS version 15.0, exactly regression analysis, the researcher got
the descriptive statistics as below:
Table.1Descriptive Statistics
|
|
Mean
|
Std. Deviation
|
N
|
|
Language proficiency
|
487.79
|
38.686
|
81
|
 Foreign language aptitude |
2.534979
|
.4079121
|
81
|
 The difficulty of language learning |
2.561728
|
.3296088
|
81
|
 The nature of language learning |
2.296296
|
.5257270
|
81
|
 Learning and communication strategies |
2.526235
|
.3921675
|
81
|
 Motivation and expectations |
2.108642
|
.5891090
|
81
|
According to table of descriptive
statistics, the researcher got mean of language proficiency was 487.79. It
indicates that the samples were intermediate level while mean of each theme of
the BALLI was around 2.10 – 2.56. Regarding
the five aspects of beliefs about language learning, the results revealed that
learners have the strongest belief in difficulty of language learning (M=2.56),
followed by belief of foreign language aptitude (M=2.53) and belief of learning
and communication strategies (2.52). The two aspects with the lowest scores are
belief of the nature of language learning (M=2.29) and belief of motivation and
expectations (M=2.10).
This finding is different with outcome reported by Tanaka
and Ellis (2003). On their study beliefs of experiential learning (learning and
communication strategies, borrowing horwitz’s term) ranked 1 while in the
present study it ranked 3. Refer to Bandura statements (as cited in Alderman,
2004, pp. 71-72) about the source of self-efficacy beliefs, physiological
states is the least powerful. The timid feeling as speaking English with other
people (item no. 21 of learning and communication strategies aspect of learner
belief) will influence their beliefs about language learning. They do not have
confidence or self-efficacy beliefs. So, they will tend to avoid speaking
English with other ones.
However, it is consistent with outcome reported by Jafari
and Shokrpour (2012). They
reported that gender affect beliefs about language learning. The female
learners had more overall optimistic beliefs and they agree that certain
approaches were important in language learning. One of foreign language
aptitude items on Horwitz’s BALLI is “women are better than men at learning
foreign language”. The present study revealed that foreign language aptitude
rank 2.
Beliefs about
ability (aptitude) are closely related to the expectancies students have for
success on an upcoming task and the values they hold for the task (Bandura,
1986; Meece, Eccles, & Wigfield, 1990 as cited in Alderman, 2004, p. 67).
When students believe they can succeed in a task or subject, they are more
likely to undertake it and their value for it increases (Bandura, 1986; Mac
Iver, Stipek, & Daniels, 1991 as cited in Alderman, 2004, p. 67). It makes
the strength of foreign language aptitude was stronger than the other aspects
of leaner belief such as learning and communication strategies, the nature of
language learning, and motivation and expectations.
But, beliefs in
motivation and expectations were different in the result. According to Jafari
and Shokrpour (2012) motivation
and expectations had the highest mean score compared with other aspects of
beliefs while in this study it had the lowest mean score.
This study also revealed that the nature of language learning had low
mean score, it is same with Loewen et al (2009) finding. One item of the nature
of language learning is “the most important part of learning a foreign language
is learning the grammar”. They stated that some learners held negative
views of grammar instruction and still others prioritized communication over
grammar.
Besides that, from results of
multiple correlation, the researcher found some points as stated below:
- Relationship between Learners’ Beliefs and Language Proficiency
Table.2 The
Correlations between Learners’ Beliefs and Language Proficiency
|
|
|
Language proficiency
|
|
Pearson Correlation
|
Foreign language aptitude
|
.058
|
|
|
The difficulty of
language learning
|
.047
|
|
|
The nature of language
learning
|
.169
|
|
|
Learning and
communication strategies
|
-.024
|
|
|
Motivation and
expectations
|
.159
|
To examine the relationship between learners’
beliefs and language proficiency, Pearson Correlation Coefficients were
computed between learners’ mean score for the five themes measured by the
learner beliefs questionnaire and their TOEFL preparation score. And the
researcher got the result as stated above table. It shows that
correlations among five aspects of learner beliefs and language proficiency
were weak. And even there was negative low correlation, exactly on learning and
communication strategies.
Table.3 Model Summary of Learners’ Beliefs and Language Proficiency
|
Model
|
R
|
R Square
|
Adjusted R Square
|
Std. Error of the
Estimate
|
|
1
|
.230
|
.053
|
-.010
|
38.880
|
Table.4 Anova of
Learners’ Beliefs and Language Proficiency
|
Model
|
|
Sum of Squares
|
df
|
Mean Square
|
F
|
Sig.
|
|
1
|
Regression
|
6356.884
|
5
|
1271.377
|
.841
|
.525
|
 |
Residual
|
113374.549
|
75
|
1511.661
|
|
|
|
|
Total
|
119731.432
|
80
|
|
|
|
Based on results of SPSS, exactly regression
analysis, the researcher found that there is no correlation between learner
beliefs and language proficiency. The Multiple Correlation coefficient
(R) is .230 and the square of the Multiple Correlation coefficient (R2)
is .053 indicating that the total variance of English proficiency, as measured
by TOEFL which is attributable to five aspects of learner beliefs is 5.3%.
Moreover, the analysis of variance obtained an F-VALUE .841(p< .525)
suggesting that the research hypothesis is rejected the null hypotheses is
accepted. It means that the linear combination of the five aspects of learner
beliefs does not significantly affect proficiency attainment, as measured by
TOEFL. In order word, learners’ beliefs do not contribute to learner English
proficiency. So, Learner beliefs are not the significant predictor of language
proficiency.
This finding was same as
Tanaka and Ellis stated on their study. Tanaka and Ellis (2003) reported a
study of a 15-week study-abroad programme [aic] for Japanese university
students, examining changes in the students’ beliefs about language learning
(measured by means of a questionnaire) and in their English proficiency
(measured by means of the TOEFL). The results showed statistically significant
changes in the students’ beliefs relating to analytic language learning,
experiential language learning and especially self-efficacy/confidence during
the study-abroad period. Statistically significant gains in proficiency were
also reported. However, Pearson Product Moment correlations between the
students’ responses to the Belief Questionnaire and their TOEFL scores both
before and after the study abroad period were weak and generally statistically
non-significant. There was also no relationship between changes in beliefs
after a three-month period of study abroad and gains in proficiency.
Overall these studies do
not show a strong relationship between beliefs and learning/proficiency.
However, it is perhaps not surprising that the relationship between beliefs and
proficiency is weak, as the fact that learners hold a particular belief is no
guarantee they will act on it; conflicts with other strongly held beliefs,
situational constraints, or personal reasons may prevent them. If beliefs do
impact on learning it is likely that they do so indirectly by influencing the
kinds of learning strategies learners employ (Tanaka and Ellis, 2003).
- Relationship between Learners’ Beliefs and Listening Comprehension.
Table.5 The Correlations between
Learners’ Beliefs and Listening Comprehension
|
|
|
Listening comprehension
|
|
Pearson correlation
|
Foreign language aptitude
|
.039
|
|
|
The difficulty of
language learning
|
.020
|
|
|
The nature of language
learning
|
.145
|
|
|
Learning and
communication strategies
|
-.056
|
|
|
Motivation and
expectations
|
-.016
|
To examine the relationship between learners’
beliefs and listening comprehension, Pearson Correlation Coefficients were
computed between learners’ mean score for the five themes measured by the
learners’ beliefs questionnaire and their listening comprehension score. The
researcher got scores were .039, .020, .145, -.056, and -.016 respectively. It
means that correlations among each aspect of learners’ beliefs on listening
comprehension were weak. Even, there were two negative low correlations.
Table.6 Model Summary of
Learners’ Beliefs and Listening Comprehension
|
Model
|
R
|
R Square
|
Adjusted R Square
|
Std. Error of the
Estimate
|
|
1
|
.228
|
.052
|
-.011
|
4.870
|
Table.7
Anova of Learners’ Beliefs and Listening
Comprehension
|
Model
|
|
Sum of Squares
|
df
|
Mean Square
|
F
|
Sig.
|
|
1
|
Regression
|
97.539
|
5
|
19.508
|
.823
|
.537
|
 |
Residual
|
1778.634
|
75
|
23.715
|
|
|
|
|
Total
|
1876.173
|
80
|
|
|
|
The
Multiple Correlation coefficient (R) is .228 and the square of the Multiple
Correlation coefficient (R2) is .052 indicating that the total
variance of listening comprehension, as measured by TOEFL which is attributable
to learners’ beliefs was 5.2%. Moreover, the analysis of variance obtained an
F-VALUE .823(p<.537). It means that the linear combination of the five
aspects of learner beliefs does not significantly affect listening
comprehension, as measured by TOEFL. In other words, learners’ beliefs do not
contribute to listening comprehension
- Relationship between Learners’ Beliefs and Structure
Table.8 The Correlations between Learners’ Beliefs and Structure
|
|
|
Structure
|
|
Pearson correlation
|
Foreign language aptitude
|
.042
|
|
|
The difficulty of
language learning
|
.001
|
|
|
The nature of language
learning
|
.137
|
|
|
Learning and
communication strategies
|
.003
|
|
|
Motivation and
expectations
|
.145
|
To
examine the relationship between learners’ beliefs and structure, Pearson
Correlation Coefficients were computed between learners’ mean score for the
five themes measured by the learners’ beliefs questionnaire and their structure
score. The researcher got scores as stated above. It indicates that the
correlations among five aspects of beliefs and structure were low one.
Table.9 Model Summary of Learners’ Beliefs
and Structure
|
Model
|
R
|
R Square
|
Adjusted R Square
|
Std. Error of the
Estimate
|
|
1
|
.203
|
.041
|
-.023
|
5.521
|
Table 10.Anova of learners’ beliefs and
structure
|
Model
|
|
Sum of Squares
|
df
|
Mean Square
|
F
|
Sig.
|
|
1
|
Regression
|
98.301
|
5
|
19.660
|
.645
|
.666
|
 |
Residual
|
2285.699
|
75
|
30.476
|
|
|
|
|
Total
|
2384.000
|
80
|
|
|
|
And the
Multiple Correlation coefficient (R) is .203 and the square of the Multiple
Correlation coefficient (R2) is .041 indicating that the total
variance of structure as measured by TOEFL which is attributable to
learners’ beliefs is 4.1%. The analysis of variance obtained an F-VALUE
.645(p<.666). It means that the linear combination of the five aspects of
learner beliefs does not significantly affect structure, as measured by TOEFL.
In other word, learners’ beliefs do not contribute to structure.
- Relationship between Learners’ Beliefs and Reading Comprehension
Table.11.The Correlations between Learners’ Beliefs and Reading Comprehension
|
|
|
Reading comprehension
|
|
Pearson correlation
|
Foreign language aptitude
|
.125
|
|
|
The difficulty of
language learning
|
.148
|
|
|
The nature of language
learning
|
.153
|
|
|
Learning and
communication strategies
|
.069
|
|
|
Motivation and
expectations
|
.266(*)
|
*correlation is significant at the 0.01 level
To examine the relationship between learners’ beliefs and
reading comprehension, Pearson Correlation Coefficients were computed between
learners’ mean score for the five themes measured by the learners’ beliefs
questionnaire and their reading comprehension score. The researcher got scores
were .125, .148, .153, .069, and .266(*) respectively. It means that
correlations among each aspect of learner beliefs on reading comprehension were
weak, except motivation and expectations. It had the significance correlation
at the 0.01 level.
Table.12.Model Summary of Learners’ Beliefs
and Reading Comprehension
|
Model
|
R
|
R Square
|
Adjusted R Square
|
Std. Error of the
Estimate
|
|
1
|
.269
|
.072
|
.011
|
4.496
|
Table.13
Anova of Learners’ Beliefs and Reading
Comprehension
|
Model
|
|
Sum of Squares
|
df
|
Mean Square
|
F
|
Sig.
|
|
1
|
Regression
|
118.254
|
5
|
23.651
|
1.170
|
.332
|
  |
Residual
|
1515.746
|
75
|
20.210
|
|
|
|
|
Total
|
1634.000
|
80
|
|
|
|
The Multiple Correlation
coefficient (R) is .269 and the square of the Multiple Correlation coefficient
(R2) is .072 indicating that the total variance of reading
comprehension, as measured by TOEFL which is attributable to learner beliefs
was 7.2%. Moreover, the analysis of variance obtained an F-VALUE 1.170
(p<.332). It means that the linear combination of the five aspects of
learner beliefs does not significantly affect reading comprehension, as
measured by TOEFL, except motivation and expectations.
Conclusions
Conclusion
After calculating all data both learners’ mean score for the five themes measured by the
learners’ beliefs questionnaire and language proficiency measured by TOEFL
(preparation) test, the researcher inferred that:
1.
Learners’ beliefs are
not the significant predictor of language proficiency.
Based on the Multiple Correlation
coefficient (R) was .230 and the square of the Multiple Correlation coefficient
(R2) was .053 indicating that the total variance of English
proficiency, as measured by TOEFL which is attributable to BALLI was 5.3%. Moreover,
the analysis of variance obtained an F-VALUE .841(p<.525) suggesting that
the research hypothesis was rejected the null hypotheses was accepted. It means
that the linear combination of the five aspects of learner beliefs did not
significantly affect proficiency attainment, as measured by TOEFL. In order
word, learner beliefs did not contribute to learner English proficiency. So,
Learner beliefs are not the significant predictor of language proficiency.
2.
The relationship
between learners’ beliefs and language proficiency.
There
was no correlation between learners’ beliefs and language proficiency. It
proved by F-VALUE .841(p<.525).
3.
The relationship
between learners’ beliefs and listening comprehension
There
was no correlation between learners’ beliefs and listening comprehension. It
proved by F-VALUE .823(p<.537).
4.
The relationship between learners’ beliefs and
structure
There
was no correlation between learners’
beliefs and structure. It proved by F-VALUE .645(p<.666).
5.
The relationship
between learners’ beliefs and reading comprehension
There
was no correlation between learners’ beliefs and reading comprehension. It
proved by F-VALUE 1.170(p<.332).
Suggestions
- For teachers, teachers can improve their learners’ language proficiency by understanding learners’ beliefs. If teachers understand how these opinions (learners’ beliefs) may influence how learners approach and feel about their language classes.
- For future researcher, the researcher suggests that to investigate about learners’ beliefs and language proficiency more detail, the other researcher should use qualitative methods, for example case study method, rather than the quantitative method employed in the study reported here.
References
Alderman, M. K. (2004). Motivation for achievement: Possibilities
for teaching and learning (2nd Ed).
New Jersey: Lawrence Erlbaum Associates.
Dornyei, Z. (2005). The psychology of the language learner
individual differences in second language acquisition. Mahwah, New Jersey:
Lawrence Erlbaum Associate, Publisher.
Ellis, R. (2008). Learner belief
and language learning. The Asian EFL
Journal Quarterly, 10:7-25.
Horwitz, E. K. (1999). Cultural and
situational influences on foreign language learners' beliefs about language learning: A review of
BALLI studies. System, 27: 557-576.
Jafari, M & Shokrpour, N. (2012).
The beliefs of iranian esp students about language learning. Journal of Educational and Social Research,
2 (3):157-163.
Loewen, S. et al. (2009). Second
language learner’ beliefs about grammar instruction and error correction. The Modern Language Journal, 93, i,
(2009).
Nikitina,L & Furuoka, F. (2006).
Re-examining Horwitz’s beliefs about language learning inventory (Balli) in the
Malaysian context. Electronic Journal of
Foreign Language Teaching, 3:209-219
Tanaka, K & Ellis, R. (2003). Study-abroad,
language proficiency, and learner beliefs about language learning. Japan Association for Language Teaching,
25:63-5.
No comments:
Post a Comment