English Department Students’ Beliefs Towards Plurilingualism And Its Influence on English Academic Achievement and Language Learning Styles In Mulawarman University





students’ beliefs, plurilingualism, mixed method, language learning styles, and academic achievement


This study aimed at investigating the correlation between students’ beliefs towards plurilingualism with their English academic achievement and language learning styles both from quantitative and qualitative perspectives. A mixed method was used in this study and the researcher took students from the sixth semester of English department. To collect the data, the researcher distributed questionnaire and conducted interview. From the regression calculation, it was revealed that students’ beliefs towards plurilingualism correlated with their English academic achievement and language learning styles. Furthermore, from the interview, students’ views towards people who have the ability in many languages and their self-confidence from the aspects of belief towards plurilingualism held an important role for students’ English academic achievement. In addition, the students’ beliefs towards plurilingualism influenced their language learning styles, especially the frequency of the students English use in campus environment, whether inside or outside the classroom.


Beswick, K. (2006). The importance of mathematics teachers’ beliefs. The Australian Mathematics Teacher 62 (4), 4(files.eric.ed.gov/fulltext/EJ765836.pdf), 17–21. Retrieved from files.eric.ed.gov/fulltext/EJ765836.pdf

Cassidy, S., & Eachus, P. (2010). Learning style, academic belief systems, self-report student proficiency and academic achievement in higher education. Educational Psychology 20(3), (10.1080/713663740), 307–322.

Coste, D., Moore, D., & Zarate, G. (2009). No Title. Strasbourg: Language Policy Division.

Dörnyei, Z. (2007). Research methods in applied linguistics: quantitative, qualitative, and mixed methodologies. Spain: Oxford University Press.

Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. New York: McGraw-Hill.

Ganai, M., & Mir, M. (2013). A comparative study of adjustment and academic achievement of college students. Journal of Educational Research and Essays, 1(1), 5–8. Retrieved from http://www.wynoacademicjournals.org/edu_research.html.

Grootenboer, P., & Marshman, M. (2016). Mathematics, affect and learning: middle school students’ beliefs and attitudes about mathematics education. Singapore: Springer Science+Business Media.

Hornsby, M. (2016). Book of knowledge: language in danger. Poland: Adam Mickiewicz University.

Hulin, R., & Yulian, B. (2016). A study of the relationship between learning belief and English achievement of Chinese English major college students. Journal of Education and Practice, 7(14)(February 14, 2016), 99–103. Retrieved from http://www.iiste.org/Journals/index.php/JEP/article/viewFile/30645/31484

Jeoffrion, C., & Al., E. (2014). From multilingualism to plurilingualism: university students’ beliefs about language learning in a monolingual context. Language, Culture, and Curriculum, 27(1)(doi:10.1080/07908318.2014.887724), 8–26.

Kimber, L. (2014). Attitudes and beliefs of students towards bi-/multilingualism at an international university in Japan. Journal of Asia Pacific Studies, 33(Retrieved on February 14, 2016), 139–152. Retrieved from http://www.apu.ac.jp/rcaps/uploads/fckeditor/RJAPS33_13_Kimber.pdf

Miles, M. B., & Huberman, A. (1994). Qualitative data analysis: an expanded sourcesbook. Beverly Hills: Sage Publication Inc.

Na’im, A., & Syaputra, H. (2010). Kewarganegaraan, suku bangsa, agama, dan bahasa sehari-hari penduduk Indonesia. Jakarta: Badan Pusat Statistik.

Özdemir, G. (2012). Erasmus exchange students’ beliefs about language learning. Social and Behavioral Sciences, 70(2013)(doi:10.1016/j.sbspro.2013.01.109), 686–690.

Pritchard, A. (2009). Ways of learning: learning theories and learning styles in the classroom. New York: Routledge.

Rokeach, M. (1974). The Nature of Human Values. New York.

Tanaka, K., & Ellis, R. (2003). Study-abroad, language proficiency, and learner beliefs about language learning. JALT Journal, 25(1)(February 14, 2016), 63–85. Retrieved from http://jalt-publications.org/archive/jj/2003a/art3.pdf

Zargar, S., & Ganai, M. (2014). Self – concept, learning styles, study habits and academic achievement of adolescents in Kashmir. Hamburg: Anchor Academic Publishing.

Zhang, L., Sternberg, R. J., & Rayner, S. (2012). Handbook of intellectual styles: preferences in cognition, learning, and thinking. New York: Springer Publishing Company.