Views on Language Acquisition, General Achievement in Language Acquisition, and Socioeconomic Status: A Correlational Study
DOI:
https://doi.org/10.52760/ijerd.v4i1.55Keywords:
Language Acquisition, General Achievement, Socioeconomic StatusAbstract
This research aims to better understand the interplay between Indonesian students' socioeconomic background, their views on the efficacy of language instruction, and the overall results of their language classes. This study aimed to achieve that goal by including 350 undergraduate students from Universitas Muhammadiyah Sidenreng Rappang who were taking English-language courses. Based on their socioeconomic status, they were categorized. In response to a questionnaire, they shared their views on the best ways to acquire a second language in various linguistic settings. To ensure that all participants were on the same page in terms of their overall level of proficiency or the results of their language study, they were also given a practice test of the TOEFL exam. Descriptive statistics, factor analysis, and other parametric statistical tests were applied to the quantitative data. The results showed that the students' socioeconomic position had a positive correlation with the overall language learning outcome. In addition, the results showed that the participants' ideas about language learning had a significant impact on their language learning outcomes. The results suggest that both the rate of language acquisition and the likelihood of measurement errors can be improved provided language instructors have the information they need to help their students overcome negative beliefs.
Downloads
References
Akhtar. Z., &Niazi, H. K. (2011).The Relationship between socio-economic status and learning achievement of students at secondary level. International Journal of Academic Research, 3 (2).
Babikkoi, M.A. & Binti Abdul Razak. N. Z. (2014). Implications of parents’ socio-economic status in the choice of English language learning strategies among Nigeria’s secondary school students. English Language Teaching, 7 (8).
Baharudin, R& Luster, T).1998).Factors related to the qualities of the environment and children’s achievement. Journal of Family Issue. 19(4).375-403. http://dx.doi.org/10.1177/019251398019004002
Barry, J. (2005). The effect of socio-economic status on academic achievement. Department of Sociology, Wichita KS: Wichita State University.
Bartley, D. E. (1970). The importance of the attitude factor in language dropout: A preliminary investigation of group and sex differences. Foreign Language Annals, 3(3), 383-39. http://dx.doi.org/10.1111/j.1944-9720.1970.tb01292.x
Csizér, K., & Dörnyei, Z. (2005). Language learners’ motivational profiles and their motivated learning behavior. Language Learning, 55 (4), 623-669. http://dx.doi.org/10.1111/j.0023-8333.2005.00319.x
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition: Lawrence N. J. Lawrence Erlbaum Associates.
Eamon, M. K. (2005). Social-demographic, school, neighborhood, and parenting influences on academic achievement of Latino young adolescent. Journal of youth and adolescence. http://dx.doi.org/10.1007/s10964-005-3214-x
Ewijk & Sleegers (2010). The effect of peer SES on students Achievement: A meta-analysis. Journal of Educational Research Review. 5 (2). 134-150.7.
Fan, W. (2011). Social influences, school motivation and gender differences: An application of the expectancy-value theory. Educ. Psychol. Rev. 31,155-157. http://dx.doi.org/10.1080/01443410.2010.536525
Gardner, R.C. (1985). Social psychology aspects of second language learning: The role of attitudes a motivation. London: Arnold.
Goleman, D. (2009). What makes a leader? In D. Demers (Ed.), AHSC 230: Interpersonal communication and relationships (pp. 47-56). Montreal, Canada: Concordia University Bookstore. (Reprinted from Harvard Business Review, 76 (6), pp. 93-102, 1998).
Graham, S. J. (2006). A study of students’ metacognitive beliefs about foreign language study and their impact on learning. Foreign Language Annals, 39, 296–309. http://dx.doi.org/10.1111/j.1944-9720.2006.tb02267.x
Hamid, M. O. (2011). Socio-economic characteristics and English language achievement in Rural Bangladesh. Bangladesh e-Journal of Sociology, 8 (2), 31-51.
Horwitz, E.K. (1987). Surveying student beliefs about language learning. In A. Wenden & J. Rubin (Eds.), Learner strategies in language learning (pp.119–129). London: Prentice-Hall.
Horwitz, E.K. (1988). The beliefs about language learning of beginning university foreign language students. Modern Language Journal, 72, 283-293. http://dx.doi.org/10.1111/j.1540-4781.1988.tb04190.x
Jennes.W.H. (2002). Examing the effects of parental absence on the academic achievement of adolescent: The challenge of controlling for family income. Journal of Family and Economic Issues.23 (2).
Jernigan, C.G. (2001). The role of beliefs, attributions, and perceived goal attainment in students’ motivation. In G. Bräuer (Ed.), Pedagogy of language learning in higher education (pp. 23-45). Westport, CT: Ablex
Kern, R.G. (1995). Students’ beliefs and teachers’ beliefs about language learning. Foreign Language Annals, 28, 71-92. http://dx.doi.org/10.1111/j.1944-9720.1995.tb00770.x
Knapp, M. S., & Shields, P. M. (1990). Reconceiving Academic Institution for the Children of Poverty. Kappan, 71(10), 753-758.
Kormos, J., & Kiddle, T. (2013). The role of socio-economic factors in motivation to learn English as a foreign language: The case of Chile. System, 41, 399-412. http://dx.doi.org/10.1016/j.system.2013.03.006
Majoribanks, K. (1996).Family learning environments and students outcomes: A review. Journal of Comparative Family Studies. 27 (2), 373 – 394.
Mattheoudakis, M., & Alexiou, T. (2009). Early foreign language instruction in Greece: Socioeconomic factors and their effect on young learners’ language development. In M. Nikolov (Ed.), K Gruyter. Nikolov_10_Ch10. Times NRMT 1120 Jiang (SOLA).http://dx.doi.org/10.1515/9783110218282.227
Matthew, I. A. (2013). Provision of secondary education in Nigeria: Challenges and way forward. Journal of African Studies and Development, 5(1), 1-9. http://dx.doi.org/10.5897/JASD11.058
MCneal, R. B. (2001) Differntial effects of parental involvement on cognitive and behavioral outcomes by socioeconomic status. Economics, 30(2), 171-179. http://dx.doi.org/10.1016/S1053-5357 (00)00100-1
Miele, P. (1982). Suggestopedia: Easier learning the natural way. Sandy Spring, MD: Utopia Unlimited.
Mirza, M. Sh. (2001). Relationship of Socio-economic Stats with Achievement. Journal Elementary Education, 1(4), 18-24.
Ogunshola, F. &Adewale, A. M. (2012). The Effects of Parental Socio-Economic Status on Academic Performance of Students in Selected Schools in EduLga of Kwara State Nigeria. International Journal of Academic Research in Business and Social Sciences, 2(7).
Rad, N. (2010). Evaluation of English Students’ Beliefs about Learning English as Foreign Language: A Case of Kerman Azad University. Proceedings of ICT for Language Learning Conference 3rd Edition, Simonelli Editore.
Reed, S., & Sautter, C. S. (1990). Children of poverty: The Status of 12 Million Young Americans. Phi Delta Kappan: 71(10), K1-K12.
Rifkin, B. (2000). Revisiting beliefs about foreign language learning. Foreign Language Annals, 33, 394-420. http://dx.doi.org/10.1111/j.1944-9720.2000.tb00621.x
Seyfried, Sh. F. (1998). Academic achievement of African American Preadolescent: The influence of teacher perception. American Journal of Community Psychology, 26 (3). 381-402. http://dx.doi.org/10.1023/A:1022107120472
Sirin. S. R. (2005). SES and academic Achievement: A meta-Analytical review of Research. Review of Educational Research. 75 (31). 417-453.13. http://dx.doi.org/10.3102/00346543075003417
Skehan, P. (1989). Individual differences in second-language learning. New York: Edward Arnold
Spolsky, B. (1989). Conditions for second language learning: Introduction to a general theory. New York: Oxford University Press
Strevens, P. (1978). The nature of language teaching. In R.C. Richards (Ed.), Understanding second and foreign language learning: Issues and approaches (pp. 179-203). Rowley: Newbury House.
Vellymalay, S. (2012). Parental Involvement at Home: Analyzing the Influence of Parents’ Socioeconomic Status. Studies in Sociology of Science, 3 (1), 1-6. http://dx.doi.org/10.3968/j.sss.1923018420120301.2048
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Anita Candra Dewi, Andi Asrifan, Enkeleda Lulaj, Sheik Mohamed
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
