The Affecting Factors of EFL Students' Belief in Language Learning Inventory

Abstract

Research about belief in language learning process is still limited, especially in the Indonesia context. Therefore, similar research is still needed. This study aims to identify belief about language learning of EFL undergraduate students who majored in English Education in a private university in Yogyakarta. The researcher used BALLI (Belief About Language Learning Inventory) which is a questionnaire by Horwitz (1988) modified for the Indonesian EFL learners. The BALLI contains 34 items and has 5 major areas to assess students' belief: Difficulty of Language Learning (DOLL), Foreign Language Aptitude (FLA), Nature of Language Learning (NOLL), Learning and Communication Strategies (LACS), and Motivations and Expectations (MAE). The result of this research showed that Motivation and Expectation Motivation and Expectation (MAE) were reported as the most affecting factors in beliefs about language learning in EFL context with mean (M=4.49) and standard deviation (SD= 0.88). Followed by Nature of Language Learning (NOLL) with mean (M=4.25) and standard deviation (SD= 0.64). After that, there is Difficulty of Language Learning (DOLL) with mean (M=4.4) and standard deviation (SD= 0.65). And then Foreign Language Aptitude (FLA) with mean (M=3.89) and standard deviation (SD= 0.78). And the lowest score is Learning and Communication Strategies (LACS) with mean (M=3.73) and standard deviation (SD= 0.99). It means that Motivation and Expectation as the most affecting factor causing belief about language learning. Meanwhile, the factor of Learning and Communication Strategies is less affecting belief about language learning of EFL undergraduate students in the research context.