Students language learning beliefs: correlation between learning strategies and final achievement

Introduction

Every students has their uniqueness in learning language and it based on their beliefs. According to Cabarog lu and Roberts (2000, p.388) they defined beliefs as “a set of conceptual representation which signify to its holder a reality or given state of affairs of sufficient validity, thruth or trust wothness to warrant reliance upon it as a guide to personal thought and action”. However, there is no complete agreement on meaning and definition of beliefs, although the definition of this concept enjoys popularity in language learning research. Horwitz (1987) defined beliefs about language learning as language learners’ preconceived ideas or nations on variety of issues related to second or foreign language learning. for instance, some of them used to study language by using audio and the rest used to learn by audio-visual. It depend on students’ need and as the teacher they should provide them the best media to make an attractive learning. Therefore, the learners’ thought is important in learning language.

Some studies have shown that students’ perceptions, beliefs and attitudes are important contributive factors in the learning process and in the final achievement (Breen, 2001). Second/foreign language learners may have firm beliefs and opinions about the mature and the process of the language learning, its difficulty the eficacy of learning strategies, their own assumption about success and teaching approaches. Horwitz (1987, 1988) found that prior exposure to language learning situations along with cultural backgrounds can influence learner’s beliefs about language learning. Also, the possible relationship between the learner’s beliefs about language learning and the choice of learning strategies has been suggested in some studies (Abraham &Vann, 1987; Horwitz, 1987, 1988; Chang and Shen, 2005; Yang, 1999). Hence, students’ beliefs cannot be ignored because it has relations to their learning style and their final achievement.

Commonly, the strategies of learning of student have influenced by diverse factors like motivation (Schmidt & Watanabe, 2001), academic specialization (Peacock & ho, 2003), and beliefs about language learning (Hong, 2006; Yang, 1999, Chang & Shen, 2005). However, some of students create their own strategy in learning language. For instance, learners only learn language while in the class and they do paid attention at that time but they don’t care about the course outside the class. While some students are used to learn all the time, not only in the classroom but also outside the class. However, their results are different, students who paid attention in the class got high score than students who study all the time. It means, their strategies or their beliefs in learning might effect to their achievement. Therefore, It become one of good strategy for student to see their beliefs in learning because each student has their own beliefs in learning language. Students Language Learning Beliefs:correlation between learning strategies and final achievement is what the researchers want to examine to students university of Ar-Raniry especially to English Department Students of 6 semester and 8 semester.

References :

Breen, M. P. (Ed.) (2001). Learner contributions to language learning: New directions in research. Harlow, Essex: Pearson Educational Limited. 

Cabarog lu, N., & Roberts , J. (2000). Development in student teachers’ pre-exiting beliefs during a 1-year PGCE program. System, 28,387-402.

Horwitz, E. K. (1987). Surveying Students Beliefs about Language Learning. In Rubin, Joan & Wenden Anita (Ed). Learners strategies  in language learning. London: Prentice Hall.

Horwitz, E. K (1988). The beliefs about language learning of beginning foreign language students. Modern Language Journal, 72, 283-294. http://dx.doi.org/10.1111/j.1540-4781.1988.tb04190.