Dinamika Ilmu - A Study of English Language Learning Beliefs, Strategies, and English Academic Achievement of the ESP Students of STIENAS Samarinda - Abstract

Oct 15, 2026

Uploaded by dhado

Research investigates students’ English academic achievement alongside their beliefs about English language learning and their English language learning strategies, and examines how these factors relate. The study uses a descriptive and correlational design with quantitative methods, applying students’ final English scores, BALLI, and SILL as instruments. Samples include 66 first-year Management students at STIENAS Samarinda. Descriptive statistics and multivariate correlation analyze patterns and relationships between beliefs, strategies, and achievement.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages27

Reading Time1 h 8 min

AccessFree to download

Abstract

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Introduction

Dinamika Ilmu P-ISSN: 1411-3031; E-ISSN: 2442-9651 2015, Vol. 15 No. 2 A Study of English Language Learning Beliefs, Strategies, and English Academic Achievement of the ESP Students of STIENAS Samarinda Noor Hayati Akademi Bahasa Asing Colorado, Indonesia [yatielyaman@gmail.com](yatielyaman@gmail.com) Abstract This research aimed to investigate; students’ English academic achievement, beliefs about English language learning, English language learning strategies, and the relationship of them. Descriptive and correlational design, quantitative methods were applied in this research. The students’ final English scores of the first year, BALLI, and SILL were used as the instruments. The samples of this research were sixty six-first year students majoring Management at STIENAS Samarinda. The data of the research were analyzed using descriptive statistic, multivariate correlation, and Pearson Product Moment correlation. The students’ beliefs about motivation and expectation were the most beliefs held by the students (M=3,65) followed by the nature of language learning (M=3,35), foreign language aptitude (M=2,97), learning and communication strategy (M=2,86), and the difficulty of language learning (M=2,74) . The most preferred strategy used by the students was metacognitive (M=3,35) followed by memory (M=3,28), cognitive (M=3,28), affective (M=3,24), social (M=3,28), and compensation (M=3,18). There was a positive and weak correlation of beliefs and strategies with students’ English academic achievement (R .035). Positive and insignificant correlation was found between English academic achievement and beliefs about English language learning (r = .145, p 0.245 > 0.05) and negative and significant correlation between English language learning strategies and English academic achievement (r = -.144, p 0,248 > 0.05). Keywords: ESP, achievement, beliefs, learning strategies, Beliefs about Language Learning Inventory (BALLI), Strategies Inventory for Language Learning (SILL). A. Introduction Human being is not only an individual person but also a social person who needs to communicate each other. Hence, Language as a tool of communication becomes very important to be acquired and learned. Then, English which is considered as an international language is considered as a significant language in the world especially in the world of language learning and teaching. Many people want to learn English and increase their communication for either general or specific purposes such as getting better job, going abroad, having foreign friends, etc. Regarding the importance of English and the willingness of many people to learn English, many different ways of learning it then provided by both formal and informal institutions. In fact, not all students or learners can easily achieve their goals of learning English and follow the language learning process well. Lightbown & Spada (2001) provide intelligence, aptitude, personality, motivation and attitudes, learner preferences, learner beliefs, and age of acquisition as factors affecting second/foreign language learning. Additionally, if the students know the appropriate strategies to work out the answers for themselves, they are endorsed to manage their own learning (Griffiths, 2004) . Moreover, students who learn English for Specific Purposes (ESP) must meet specific need not general English. They need to work closely with their field and have English to support them catching their purposes. Those might require more effort than those who learn general English. Conducting research on English language learning beliefs, strategies, and English academic achievement is fascinating for the researcher for some considerations related to the researcher’s previous research on language learning beliefs, strategies, and English academic achievement, the importance of language learning beliefs and strategies for the success and effectiveness of language learning, and the inconsistent resul

FAQs

What does the research investigate regarding ESP students?

It investigates students’ English academic achievement, beliefs about English language learning, English language learning strategies, and the relationship among these factors.

What research design and data analysis methods are used?

A descriptive and correlational design with quantitative methods is applied, and the data are analyzed using descriptive statistics, multivariate correlation, and Pearson Product Moment correlation.

What is the overall relationship between beliefs, strategies, and English academic achievement?

The study reports a positive and weak correlation of beliefs and strategies with students’ English academic achievement, and it also finds specific patterns across beliefs and strategies relative to achievement.

Oct 15, 2026

Uploaded by dhado