A SELF NARRATIVE OF AN EFL LEARNERâS EXPERIENCE ABOUT LEARNER BELIEFS AND LANGUAGE LEARNING.
A SELF NARRATIVE OF AN EFL LEARNER’S EXPERIENCE
ABOUT LEARNER BELIEFS AND LANGUAGE LEARNING
Rudi Haryono
STKIP Muhammadiyah Bogor
[email protected]
Abstract: This paper presents a self narrative experience about the writer’s belief about language learning. It
attempts to examine the theories of learners belief and language learning related to a personal experience of
language learning. Ehrlich (2008)defines beliefs as an attitudes, opinion and viewpoint which attends in
every discipline of human behavior to say that something is true or right and vice versa. In academic
definition it can be stated as a learners’ viewpoint, judgment or opinion about the influence of their
learning in their future success. In other words it means that what would be students’ feelings about what they
learn as a foreign students and how it helps them to achieve better proficiency in English. Adopting a self
narrative writing, the paper explores what has been pointed out on related literature and found in previous
research about learner’s belief in language learning, how the writer’s experience in learning English, the key
features of theories related to the writer’s experience in learning English, and pedagogical implication of learner
beliefs about language learning.
Keywords: self narrative, learner’s beliefs, language learning, experience
Introduction
Many issues on learners belief and language learning emerged.Li (2010) states that since 1970s, great
changes have taken place in the field of Second Language Acquisition research. Interest in EFLhas
shifted from teacher’s teaching to students’ learning and a growing number of studies have been undertaken
from the learners’ perspective. But how can people learn a foreign language more quickly and efficiently?Ellis
(2002) states that beliefs constitute an individual difference variable notably different from the other individual
differences factors such as language aptitude or motivation but, like these variables, beliefs influence both the
process and product of learning. Barcellos (2003) classified learners’ belief into three approach. The approaches
are normative, perspective and contextual approach. According to normative approach beliiefs is viewed as
preconceived notions, myths, or misconceptions that can be studied by Likert-scale questionnaires such as the
Beliefs About Language Learning Inventory—BALLI as introduced by Horwitz (1987). Metacognives approach
views learning as theories in action (Wenden, 1999) that can be examined by means of the content analysis of
self-reports in semi-strucutred interviews. Finally, the contextual approach learners belief as varying according
to context; it involves collecting a variety of data types and diverse means of data analysis.
Second language researchers believed that EFL/ESL learners bring their norms, attitudes, perception
and experiences into the learning task process and learning strategies Accordingly based on them these
factors are considered as beliefs variables that are related to the nature of language. In academic
discipline beliefs has critical role in human behaviors. From psychology viewpoint beliefs in
learningprocess have lots of elements in component of cognitive knowledge. Therefore in recent years
the researchers switched from teachers’ role to the students’ functions as second language learners, because it
has been proven that learners’ attitude and perspective will influence not only the way that they attempt to learn
English but also the method that will be used by them. Language experts identified that during the process of
learning English as a second language, students bring complex issues such as beliefs, attitudes, norms
and expectation into the course syllabus. Based on psychological overview beliefs are considered as a
main subject in human science concepts which cope extremely with individuals’ behavior in learning. Based on
the related researches, each second language learner has his/her beliefs and thought about language
learning and many factors will have opportunity to affects students beliefs and they can be considered as
affective factors. Previous research about ESL students and Beliefs AboutLanguage Learning Inventory
(BALLI) proved that there are specific feature about students’ beliefs for ESL learners which are: i)
English language aptitude; ii) the difficulty of language learning; iii) the nature of language learning; iv)
learning and communication strategies; and, v) motivation and expectations. Also, adequate evidences
demonstrated that these items influence ESL learners’ ability and proficiency in English in long term.
Aptitude, attitude, norms and perceptions have the potential to affect learners’ language learning process,
their motivation and their ability to cope with English as a second language.Consequently, they can
consider as push or pull factor to help learners’ ultimate success in attainment of new language in shorter
760
st
The 61 TEFLIN International Conference, UNS Solo 2014
time. However, there seems to be something that affects the choice of strategies. Influenced by previous
experiences as
language learners, or shaped by their own cultural backgrounds, second language learners often hold
different beliefs or notions about language learning (Horwitz, 1987). Meanwhile, many researchers have
suggested that learners’ preconceived belief about language learning would likely affect the way they
use their learning strategies and learn a second language (Abraham & Vann, 1987; Horwitz, 1987;
Wenden, 1986). Investigation of the relationship between learners’ beliefs about language learning and
strategy use should provide teachers with better understanding of their students’ “expectation of,
commitment to success in and satisfaction with their language classes” (Horwitz, 1988, p283).
According to his personal experience in learning English, the writer tries to collaborate and examines
the theories of learners’ belief about learning language and specificaly highlights the most distinctive side of the
process in the learning.
Writer’s Experience in Learning English
To start with the discussion, the writer would like to present several facts about the background of his
English learning process as follows:
1. He only studies formal English lesson in secondary, high and tertiary level.
2. He never takes English course privately and intensively
3. He informally communicates English more with his classmates during his study at university and make
a small group of English learning team.
4. He starts teaching English since his second year university students at English course institution up to
now.
The latest development of the writer’s English learning process as an EFL learner is a graduate school
students majoring English education deparment at a private university. He believes that to achieve the most
outstanding outcomes as an EFL learner, it is exteremely important to put positive beliefs and strong motivation
in learning English.
His Beliefs about Learning
He believes that learning is a journey, suffering, struggle and work. These four beliefs adopted from
Ellis (2002) metaphor study of learners’ belief. Ellis (2002) points out that learning as a journey means learning
is a long, sustainable and continuous process that many difficuties and has to be overcome to achieve a final
goal. In this side, the writer has experienced all these process during the study from his secondary until graduate
school up to now. The writer has faced a long overall progress of learning. It is about 13 years long process of
learning English.
The writer believes that learning is also a puzzle as Ellis(2002) explained. Learning English is about
many aspects of “troubles’: grammar, pronunciation, spelling, intonation, functional expression, phrasal verbs,
idioms, TOEFL, and the four important skills of English (speaking, writing, listening and reading). The writer
needs much time and energy to understand the correct and standard English during his learning.
In addition, the writer believes that learning is a suffering. Learning as suffering means that the writer
should strive and suffer from the degree of suffering in order to be a scuccessful learner of English. This
suffering intensely appear in the process of learning and thinking. The writer should try harder maintain his
motivation, energy, optimism, and enthusiasm in the learning process. This suffering has happened for 13 years
more up to now since learning is an endless process of exploring and experiencing in cognitive, psychomotor
and affective aspect.
Learning as a struggle positions me as both agents in the “fight” to learn and also as “a victim” of the
struggle to learn. The writer believes that he is “ a strong fighter and suffering victim of learning.” Discussing
this view, the writer is interferred with the term of ‘self-efficacy”. If people have high positive self – efficacy
about learning, then they believe that they have the power and abilities to reach this goal.
On the other hand, people with low self – efficacy feel that they do not have the power and abilities
to learn a language, thus admitting failure fromthe start (Barnhardt, 1997). According to Pajares (2000),
individuals` success and failure in school can be predicted through beliefs they create and
develop. This would lead one to infer that research on achievement, on why students
achieve or fail to achieve, and on why they do things they do in school should naturally focus, at least
in great part, on students` self – efficacy beliefs. The writer has strong beliefs and dreams since his childhood
and teenagers time to be able to master English. Thus, it comes true now.
Finally, the last beliefs of learning is learning as work. The writer believes that this belief plays more
important role in his English learning process. As Ellis (2002) explains that earning as work means learning
English is like doing a job, requiring the learners to perform certain tasks regularly and rewarding them for their
st
The 61 TEFLIN International Conference, UNS Solo 2014
761
efforts. It happens to the writer that since his teaching activities in some English course and schools, he has
experienced higher motivation to learn English more as he is an English teacher. As a teacher he should learn
more about teaching English materials such as grammar and conversation. Since teaching is also a career, of
course it benefits much for him. So, from this thing, it is mutual combination between higher learning motivation
and career development.
Conclusion
To explore and consider learner’s belief is very critical in language learning. By exploring learner’s
belief, we can understand how the learners will make their learning process and achievement. There are four
beliefs of learning, that is, learning as journey, puzzle, struggle, and work. The four should be internalized into
the learners background of learning. Internalizing them will equip learners with more well-prepared and
comprehensive understanding about learning language concept. Thus, learners fully realize about his learning
process. Doing so, they will know about the benefits, paradigm, and values of learning English for their better
future.
Bibliography
Abraham, R. G., & Vann, R. J. (1987). Strategies of two language learners: A case study. In A.L. Wenden, A. &
Rubin, J. (Eds.) Learning strategies in language learning. Englewood Cliffs, NJ: Prentice Hall. (p.85102)
Barnhardt S. 1997. Self – efficacy and second language learning . The NCLRC Language Resource , 1 (5).
Retrieved from http ://www . cal.org/ nclrc /caidlr 15 . htm # BMY
Ehrlich, S. (2008). Gender as social practice. Implications for second language acquisition. Studies in Second
Language Acquisition, 19, 421-446.
Ellis, R. (2002). A metaphorical analysis of learners belief. In P. Burmeister, T. Piske and A. Rohde (Eds.), An
Integrated view of language develoment: Papers in honnor of Henning Wode. Trier, Germany:
Wissenschaftlicher Verlag.
Ellis, R. (2008). Learner Beliefs and Language Learning. Asian EFL Journal, 10, No.4 ; Conference
Proceeding., pp.7-25
Horwitz, E. K. (1987). Surveying student beliefs about language learning. In Wenden, A. & Rubin, J. (Eds.)
Learning strategies in language learning. Englewood Cliffs, NJ: Prentice Hall. (p119-129)
Horwitz, E. K. (1988). The beliefs about language learning of beginning university foreign language
students. Modern Language Journal, 72, 283-294.
Li, Fenfang . (2010). Relationship between EFL Learners’ Belief and Learning Strategy Use by English Majors
in Vocational CollegesJournal of Language Teaching and Research, Vol. 1, No. 6, pp. 858-866,
November 2010 doi:10.4304/jltr.1.6.858-866
Pajares F. (2000). Self – efficacy beliefs and current directions in self – efficacy research.
Retrieved from http://www.emory . esu/EDUCATION/ mfp/effpage.html.
Sakui, K., & Gaies, S. (1999). Investigating Japanese learners’beliefs about language learning. System,
27, 473-492
Wenden, A. L. (1998). Metacognitive knowledge and language learning. Applied Linguistics, 19, 515-537.
Wenden, A. L. (1991).Learner Strategies for Learner Autonomy. Englewood Cliffs, NJ: Prentice Hall.
Wenden, A. L. (1999a). An introduction to metacognitive knowledge and beliefs in language learning:
Beyond the basics. System, 27, 435-441.
Wenden, A. L. (1999b). Learner training in foreign/second language learning: A Curricular perspective
for the 21st century. (ERIC Reproduction Service No. ED416673).
Wenden, A.L. (2001). Metacognitive knowledge. In Breen, M.P. (Ed.), Learner Contributions to language
learning. New Directions in Research. Harlow, Essex: Pearson Education Limited. (pp. 44-64)
762
st
The 61 TEFLIN International Conference, UNS Solo 2014
ABOUT LEARNER BELIEFS AND LANGUAGE LEARNING
Rudi Haryono
STKIP Muhammadiyah Bogor
[email protected]
Abstract: This paper presents a self narrative experience about the writer’s belief about language learning. It
attempts to examine the theories of learners belief and language learning related to a personal experience of
language learning. Ehrlich (2008)defines beliefs as an attitudes, opinion and viewpoint which attends in
every discipline of human behavior to say that something is true or right and vice versa. In academic
definition it can be stated as a learners’ viewpoint, judgment or opinion about the influence of their
learning in their future success. In other words it means that what would be students’ feelings about what they
learn as a foreign students and how it helps them to achieve better proficiency in English. Adopting a self
narrative writing, the paper explores what has been pointed out on related literature and found in previous
research about learner’s belief in language learning, how the writer’s experience in learning English, the key
features of theories related to the writer’s experience in learning English, and pedagogical implication of learner
beliefs about language learning.
Keywords: self narrative, learner’s beliefs, language learning, experience
Introduction
Many issues on learners belief and language learning emerged.Li (2010) states that since 1970s, great
changes have taken place in the field of Second Language Acquisition research. Interest in EFLhas
shifted from teacher’s teaching to students’ learning and a growing number of studies have been undertaken
from the learners’ perspective. But how can people learn a foreign language more quickly and efficiently?Ellis
(2002) states that beliefs constitute an individual difference variable notably different from the other individual
differences factors such as language aptitude or motivation but, like these variables, beliefs influence both the
process and product of learning. Barcellos (2003) classified learners’ belief into three approach. The approaches
are normative, perspective and contextual approach. According to normative approach beliiefs is viewed as
preconceived notions, myths, or misconceptions that can be studied by Likert-scale questionnaires such as the
Beliefs About Language Learning Inventory—BALLI as introduced by Horwitz (1987). Metacognives approach
views learning as theories in action (Wenden, 1999) that can be examined by means of the content analysis of
self-reports in semi-strucutred interviews. Finally, the contextual approach learners belief as varying according
to context; it involves collecting a variety of data types and diverse means of data analysis.
Second language researchers believed that EFL/ESL learners bring their norms, attitudes, perception
and experiences into the learning task process and learning strategies Accordingly based on them these
factors are considered as beliefs variables that are related to the nature of language. In academic
discipline beliefs has critical role in human behaviors. From psychology viewpoint beliefs in
learningprocess have lots of elements in component of cognitive knowledge. Therefore in recent years
the researchers switched from teachers’ role to the students’ functions as second language learners, because it
has been proven that learners’ attitude and perspective will influence not only the way that they attempt to learn
English but also the method that will be used by them. Language experts identified that during the process of
learning English as a second language, students bring complex issues such as beliefs, attitudes, norms
and expectation into the course syllabus. Based on psychological overview beliefs are considered as a
main subject in human science concepts which cope extremely with individuals’ behavior in learning. Based on
the related researches, each second language learner has his/her beliefs and thought about language
learning and many factors will have opportunity to affects students beliefs and they can be considered as
affective factors. Previous research about ESL students and Beliefs AboutLanguage Learning Inventory
(BALLI) proved that there are specific feature about students’ beliefs for ESL learners which are: i)
English language aptitude; ii) the difficulty of language learning; iii) the nature of language learning; iv)
learning and communication strategies; and, v) motivation and expectations. Also, adequate evidences
demonstrated that these items influence ESL learners’ ability and proficiency in English in long term.
Aptitude, attitude, norms and perceptions have the potential to affect learners’ language learning process,
their motivation and their ability to cope with English as a second language.Consequently, they can
consider as push or pull factor to help learners’ ultimate success in attainment of new language in shorter
760
st
The 61 TEFLIN International Conference, UNS Solo 2014
time. However, there seems to be something that affects the choice of strategies. Influenced by previous
experiences as
language learners, or shaped by their own cultural backgrounds, second language learners often hold
different beliefs or notions about language learning (Horwitz, 1987). Meanwhile, many researchers have
suggested that learners’ preconceived belief about language learning would likely affect the way they
use their learning strategies and learn a second language (Abraham & Vann, 1987; Horwitz, 1987;
Wenden, 1986). Investigation of the relationship between learners’ beliefs about language learning and
strategy use should provide teachers with better understanding of their students’ “expectation of,
commitment to success in and satisfaction with their language classes” (Horwitz, 1988, p283).
According to his personal experience in learning English, the writer tries to collaborate and examines
the theories of learners’ belief about learning language and specificaly highlights the most distinctive side of the
process in the learning.
Writer’s Experience in Learning English
To start with the discussion, the writer would like to present several facts about the background of his
English learning process as follows:
1. He only studies formal English lesson in secondary, high and tertiary level.
2. He never takes English course privately and intensively
3. He informally communicates English more with his classmates during his study at university and make
a small group of English learning team.
4. He starts teaching English since his second year university students at English course institution up to
now.
The latest development of the writer’s English learning process as an EFL learner is a graduate school
students majoring English education deparment at a private university. He believes that to achieve the most
outstanding outcomes as an EFL learner, it is exteremely important to put positive beliefs and strong motivation
in learning English.
His Beliefs about Learning
He believes that learning is a journey, suffering, struggle and work. These four beliefs adopted from
Ellis (2002) metaphor study of learners’ belief. Ellis (2002) points out that learning as a journey means learning
is a long, sustainable and continuous process that many difficuties and has to be overcome to achieve a final
goal. In this side, the writer has experienced all these process during the study from his secondary until graduate
school up to now. The writer has faced a long overall progress of learning. It is about 13 years long process of
learning English.
The writer believes that learning is also a puzzle as Ellis(2002) explained. Learning English is about
many aspects of “troubles’: grammar, pronunciation, spelling, intonation, functional expression, phrasal verbs,
idioms, TOEFL, and the four important skills of English (speaking, writing, listening and reading). The writer
needs much time and energy to understand the correct and standard English during his learning.
In addition, the writer believes that learning is a suffering. Learning as suffering means that the writer
should strive and suffer from the degree of suffering in order to be a scuccessful learner of English. This
suffering intensely appear in the process of learning and thinking. The writer should try harder maintain his
motivation, energy, optimism, and enthusiasm in the learning process. This suffering has happened for 13 years
more up to now since learning is an endless process of exploring and experiencing in cognitive, psychomotor
and affective aspect.
Learning as a struggle positions me as both agents in the “fight” to learn and also as “a victim” of the
struggle to learn. The writer believes that he is “ a strong fighter and suffering victim of learning.” Discussing
this view, the writer is interferred with the term of ‘self-efficacy”. If people have high positive self – efficacy
about learning, then they believe that they have the power and abilities to reach this goal.
On the other hand, people with low self – efficacy feel that they do not have the power and abilities
to learn a language, thus admitting failure fromthe start (Barnhardt, 1997). According to Pajares (2000),
individuals` success and failure in school can be predicted through beliefs they create and
develop. This would lead one to infer that research on achievement, on why students
achieve or fail to achieve, and on why they do things they do in school should naturally focus, at least
in great part, on students` self – efficacy beliefs. The writer has strong beliefs and dreams since his childhood
and teenagers time to be able to master English. Thus, it comes true now.
Finally, the last beliefs of learning is learning as work. The writer believes that this belief plays more
important role in his English learning process. As Ellis (2002) explains that earning as work means learning
English is like doing a job, requiring the learners to perform certain tasks regularly and rewarding them for their
st
The 61 TEFLIN International Conference, UNS Solo 2014
761
efforts. It happens to the writer that since his teaching activities in some English course and schools, he has
experienced higher motivation to learn English more as he is an English teacher. As a teacher he should learn
more about teaching English materials such as grammar and conversation. Since teaching is also a career, of
course it benefits much for him. So, from this thing, it is mutual combination between higher learning motivation
and career development.
Conclusion
To explore and consider learner’s belief is very critical in language learning. By exploring learner’s
belief, we can understand how the learners will make their learning process and achievement. There are four
beliefs of learning, that is, learning as journey, puzzle, struggle, and work. The four should be internalized into
the learners background of learning. Internalizing them will equip learners with more well-prepared and
comprehensive understanding about learning language concept. Thus, learners fully realize about his learning
process. Doing so, they will know about the benefits, paradigm, and values of learning English for their better
future.
Bibliography
Abraham, R. G., & Vann, R. J. (1987). Strategies of two language learners: A case study. In A.L. Wenden, A. &
Rubin, J. (Eds.) Learning strategies in language learning. Englewood Cliffs, NJ: Prentice Hall. (p.85102)
Barnhardt S. 1997. Self – efficacy and second language learning . The NCLRC Language Resource , 1 (5).
Retrieved from http ://www . cal.org/ nclrc /caidlr 15 . htm # BMY
Ehrlich, S. (2008). Gender as social practice. Implications for second language acquisition. Studies in Second
Language Acquisition, 19, 421-446.
Ellis, R. (2002). A metaphorical analysis of learners belief. In P. Burmeister, T. Piske and A. Rohde (Eds.), An
Integrated view of language develoment: Papers in honnor of Henning Wode. Trier, Germany:
Wissenschaftlicher Verlag.
Ellis, R. (2008). Learner Beliefs and Language Learning. Asian EFL Journal, 10, No.4 ; Conference
Proceeding., pp.7-25
Horwitz, E. K. (1987). Surveying student beliefs about language learning. In Wenden, A. & Rubin, J. (Eds.)
Learning strategies in language learning. Englewood Cliffs, NJ: Prentice Hall. (p119-129)
Horwitz, E. K. (1988). The beliefs about language learning of beginning university foreign language
students. Modern Language Journal, 72, 283-294.
Li, Fenfang . (2010). Relationship between EFL Learners’ Belief and Learning Strategy Use by English Majors
in Vocational CollegesJournal of Language Teaching and Research, Vol. 1, No. 6, pp. 858-866,
November 2010 doi:10.4304/jltr.1.6.858-866
Pajares F. (2000). Self – efficacy beliefs and current directions in self – efficacy research.
Retrieved from http://www.emory . esu/EDUCATION/ mfp/effpage.html.
Sakui, K., & Gaies, S. (1999). Investigating Japanese learners’beliefs about language learning. System,
27, 473-492
Wenden, A. L. (1998). Metacognitive knowledge and language learning. Applied Linguistics, 19, 515-537.
Wenden, A. L. (1991).Learner Strategies for Learner Autonomy. Englewood Cliffs, NJ: Prentice Hall.
Wenden, A. L. (1999a). An introduction to metacognitive knowledge and beliefs in language learning:
Beyond the basics. System, 27, 435-441.
Wenden, A. L. (1999b). Learner training in foreign/second language learning: A Curricular perspective
for the 21st century. (ERIC Reproduction Service No. ED416673).
Wenden, A.L. (2001). Metacognitive knowledge. In Breen, M.P. (Ed.), Learner Contributions to language
learning. New Directions in Research. Harlow, Essex: Pearson Education Limited. (pp. 44-64)
762
st
The 61 TEFLIN International Conference, UNS Solo 2014