ENGLISH LANGUAGE E-PROCEEDING

1. INTRODUCTION

For centuries long, English has become the lingua franca of the world. It emerges as the
language conversed and used by more than a quarter of the world’s total population
(Crystal, 2012). Tom and Pham (2010) assert that English has been identified and officially
recognized as the international language among people of different language backgrounds
across the globe. Apart from being the world’s lingua franca, English is also a central
language of communication in the world (Susanna, 2007). Thus, learning English has been
regarded as important by many. One of the strategies in learning English is by using songs
and movies, and numerous research has been done on the effects of incorporating songs
and movies in language learning.

Kabooha (2016) finds that learners would be able to acquire the knowledge of beginning
and filling a conversation exchange, as well as negotiate meaning and the nonverbal cues
directly from the native speakers through the use of movies. Not only that, Ulate (2008),
with reference to the Krashen’s Input theory, mentions that since language is acquired
rather than learned, using song is a great mechanism that helps learners to acquire a new
language. However, several researchers have also argued against the effectiveness of these
methods in language acquisition. For instance, learners might give up in keeping up with
the conversation in the movies due to the natives speaking English in a fast pace (Silviyanti,
2014). Wahyu (2018) identifies three problems pertaining to these strategies which are
related to semantic confusion, unfamiliarity and proficiency level. For example,
misunderstandings may occur among the learners due to the use of unfamiliar words in the
movies and their low proficiency levels.

This study aims to investigate whether the use of songs and movies brings positive effects
to students’ foreign language learning. It focuses on the learners’ perceptions on
integrating the use of movies and songs in language learning. This research would mainly
benefit the language learners as they explore learning strategies that are more accessible
and entertaining to them, while learning foreign languages. The research questions of this
study are: 1) What are IIUM English majoring students’ perceptions on foreign language
learning using movie? 2) What are IIUM English majoring students’ perceptions on foreign
language learning using songs?

2. LITERATURE REVIEW

2.1 Movies and Language Learning

Movies are one of the useful language learning strategies that can be used to improve
students’ listening and speaking skills. Taking into account the fact that movies present
conversational English in a real-world context rather than an artificial one, it creates
the opportunity for the viewers in getting exposure to the varieties of native speaker
voices, slangs, reduced speech, stress, accents and dialects - making movies a valuable
and rich resources for teaching (Kings, 2002). In addition to that, the audio-visual aids
also provide language learners with linguistic diversities and supply a rich means of

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content as it provides tremendous cross-cultural values and offers a remarkable base
for the development of critical thinking of the learners (Chapple & Curtis, 2000). Movies
are interesting as it provides not only visual and verbal languages, but also sounds,
colors and movement, making it more appealing to language learners. Films seize
students’ attention and gain their interest (Xhemaili, 2013). Among the advantages of
integrating movies into language learning are in improving various language skills such
as speaking, listening, writing, reading and grammar (Tuzi & Mori, 2008).
The benefits of using movies for language learning are more pertinent to improve
learners’ speaking and listening skills. Movies can be considered as representing
authentic materials that instructors can bring into a classroom situation in order to let
the learners to experience an almost “real-life” situation. Mock (1970) and Spencer
(2003) believe that “imagination lies at the heart of learning”. Through movies, learners
are able to imagine the socio-cultural background of the language they are learning,
and thus motivate them to enhance their language skills. This can be related to the
language learners’ context as they would become fonder of the language once they are
accustomed to the culture, background, and norms of the target language, which are
portrayed in movies. Second, movies help learners to improve their speaking skills. Liu
(1995) states that just like how we acquire our first language through listening,
speaking, imitating and cooperating, our second language should also be acquired in
the same ways. Watching movies provides the learners with an avenue for them to
listen and imitate the target language. Additionally, Silviyanti (2014) discovers that
learners are more hyped and eager to watch movies and practice their pronunciation
and speak like the natives. In addition, the language in movies usually includes
numerous types of speeches such as the speech of different levels of formality, the
speech of children and non-native speakers, slangs and jargons, rural and urban speech
and a range of regional dialects that language learners will encounter in the country of
the target language (Kaiser, 2011). Through the use of movies, learners would be able
to learn and improve their intonation, stress and rhythm properly as they work on their
pronunciation. Moreover, Qiang and Wolff (2007) believe that movies actually make
learners’ articulatory organs work, even though they are merely watching them silently,
as shown by the listeners’ silent imitation of the speaker’s pronunciation and utterances
in the movies.

Apart from the speaking skills, learners’ listening skills are also enhanced through the
use of movies as they listen to the utterances and pronunciation of the actors apart
from all the other sounds presents. Their ears would be trained to become more
familiar with the native’s pronunciations, stress, rhythm, accents and slangs. In
addition, since movies are more appealing to learners, it would usually stretch to longer
discourse, as the purpose is more towards general pleasure rather than academic
purposes (Flowerdew & Miller, 2005). A study was done by Bahrani (2015) to investigate
the extent in which movies improve learners’ listening comprehension. She identifies
that movies do indeed significantly improve listeners’ listening comprehension because
of the language input that exists. Furthermore, since movies provide the viewers with
real life listening experience apart from having simple language and short sentences,

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students would be able to yield memory of words and phrases that were repeated
frequently (Yiping, 2016). Through the exposure given through movies, learners are able
to observe and identify how the natives initiate and sustain a conversational exchange,
negotiate meaning and also their nonverbal cues (Kabooha, 2016).

However, some limitations of this method have also been discussed. The learners might
not be able to follow the pace of the conversation in the movies. Silviyanti (2014) states
that since native speakers speak English in a speed that is rather fast to be captured by
the untrained ears of the learners, they might give up in trying to follow the
conversation, and thus making the strategy ineffective. Apart from that, another
obstacle that learners might face includes having a memory span that limits the learners
to catch up with the pace of the speakers and process the information that are present
in movies (Zohdi, 2010).

2.2 Songs and Language Learning

Music is similar to language, as it manifests meaning and emotions (Iwasaki, 2009). With
reference to the Krashen’s Input Hypothesis, Ulate (2008) claims that songs are a great
tool for students to acquire new language. Songs would also attract learners’ interest
towards the English language as they are exposed to the beauty and variability of the
language (Vinyets, 2013). Considering the fact that there are various types of songs that
can be used in a classroom setting, ranging from nursery rhymes to contemporary pop
music (Mol, 2009), it is something that learners from all levels can take advantage of.

By listening to English songs, learners would be able to improve their listening
skills. Sevik (2011) discovers that songs are crucial in developing the young learners’
listening skills. This is due to the fact that songs are more entertaining and are also
accessible outside classroom, hence making it more appealing to the learners. By
listening to English songs, learners are able to familiarize themselves with the native
speakers’ pronunciation apart from offering them with a wide range of vocabulary and
expressions based on a context (Arevalo, 2010). By listening to songs, it could also
increase their memory as they listen to it repeatedly, and it would facilitate their
vocabulary recalling apart from vocabulary learning (Tabatabaei & Etaat, 2016). The
integration of songs in language learning would also allow the students to listen to the
native’s various pronunciation, intonation and rhythm, hence allowing the students to
train their ears to identify these sounds (Millington, 2011).

Another language skill that can be enhanced by listening to songs is the speaking skill.
Bahas (2011), he finds out that initially, students are insecure when they are required
to speak, however, through the use of songs, the students become more confident as
they have an alternative method to practice their speaking skills. This is true as when
listening to a song repeatedly, the learners would be able to imitate and impro ve their
pronunciation which would influence their confidence in speaking the language. When
they are able to pronounce the word correctly, it would boost their confidence,
therefore, allowing them to speak the language confidently. Moreover, songs allow the

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learners to practice new sounds in a more entertaining and enjoyable way (Millington,
2011). In addition, Jiminez (2013) mentions that students would develop their
pronunciation and articulation gradually, hence improving the speaking skill which is
the most difficult skill to develop for most students. Moreover, the learner’s phonemic
awareness can also be increased through singing (Abbott et al., 2007, as cited in
Farmand & Pourgharib, 2013). Therefore, it could be concluded that songs are helpful
in improving the learners’ speaking skills.

However, similar to any other language learning strategies, there might be some
limitations that the learners might face when using this method. The first limitation
would be for the learners to grasp the words that are sung by the singer due to the
speed of the song. This might cause confusion for the learners as they are unable to
process the words, hence making it difficult for them to understand the meaning of the
word and might result in them pronouncing a word wrongly. In a study by Tri (2017),
one of the respondents stated that a slow song is more suitable for learners to train
their ears to listen to the pronunciation of the English word and acquire new
vocabulary. Wahyu (2018) in her paper finds out that in total, there are three limitations
that hinder effective language learning through songs, which are; i) confusion when
understanding the meaning of a song; ii) unfamiliarity with the method; and iii) different
proficiency levels of the students.

3. METHODOLOGY

The study employed the quantitative research design. It was conducted in International
Islamic University Malaysia. Purposive sampling was used to select the participants. The
participants were 65 undergraduate students from IIUM, majoring in English for
International Communication (ENCOM) and English Language and Literature (BENL). This
study employed the questionnaire as the instrument, which was adapted from Bahas
(2011) and Liando, Sahetapy and Maru (2018). It consisted of 16 close-ended questions
that was divided into two sections; demographic and students' perceptions on language
learning through songs and movies. The second section was further divided into two
subsections which are; students' perceptions on language learning through movies and
students' perceptions on language learning through songs, with eight questions each.

The questionnaire was an online questionnaire which was created in Google Form, and was
administered through various social media platforms such as Facebook, Whatsapp, Twitter
and Instagram. The purpose of the questionnaire was to elicit the respondents’ perceptions
on using songs and movies as language learning strategies. The questionnaire used likert-
scale (1- Strongly Disagree, 2- Disagree, 3- Neutral, 4- Agree, 5- Strongly Agree) to measure
the respondents’ responses, which were indicated by 16 statements. A reliability test was
conducted for all the items in the questionnaire to test its reliability and validity. The
globally approved Cronbach’s Alpha value is 0.7 or higher, and all the items in the
questionnaire exceeded the value, proving the reliability of the questionnaire. The
Cronbach’s Alpha value for both sections in the questionnaire is 0.938. Data from the

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questionnaires were analyzed using descriptive statistics, where the frequencies and
percentage of the responses were counted using SPSS.

4. MAIN RESULTS

This section presents the findings of the research and further discusses and compares
the findings with previous studies. This section is divided into four parts in which the
first two subsections aims to answer the research questions of the study, and the
following two subsections will discuss the findings with reference to previous research.

4.1 Demographic Profile

ENCOM Table 1: Number of Respondents
BENL Frequency (N) Percent (%)
Total 29 44.6
36 55.4
65 100.0

Table 1 shows the number of respondents, where 44.6% of the respondents were from
ENCOM, while 55.4% of the respondents were BENL students. The total number of
respondents were 65.

4.2 Students’ Perceptions on the Integration of Movies in Language Learning

This section aims to find out whether the data collected from the online questionnaire s
answered the first research question which is on the students’ perception on the use of
movies in language learning.

Table 2 below shows the respondents’ responses to the statement that watching
movies are beneficial for their language acquisition.

Table 2: Movies are beneficial for English language use in daily life

Frequency (N) Percentage (%)

Disagree 1 1.5

Neutral 3 4.6

Agree 24 36.9

Strongly Agree 37 56.9

Total 65 100.0

As shown in Table 2, the majority of the respondents strongly agreed that movies are
beneficial for language learning. 56.9% of the total respondents answered ‘strongly
agree’ and majority of the respondents gave positive responses as 93.8% of the
respondents answered ‘agree’ and ‘strongly disagree’. Only 1.5% of the respondents
answered ‘disagree’, while the rest (4.6%) answered ‘neutral’.

Table 3: Movies help me to learn correct pronunciation

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Neutral Frequency (N) Percentage (%)
Agree 6 9.2
Strongly Agree 23 35.4
Total 36 55.4
65 100.0

Table 3 shows the students’ responses to the statement on the benefit of movies in
helping them to learn correct pronunciation. The majority of the respondents (55.4%)
strongly agreed with the statement, followed by 35.4% who agreed. The rest of the
respondents chose to be neutral. All in all, the responses were all positive.

Table 4: Movies help me to apply correct pronunciation in practice

Frequency (N) Percentage (%)

Neutral 6 9.2

Agree 27 41.5

Strongly Agree 32 49.2

Total 65 100.0

As shown in Table 4, we can see that the majority of the respondents strongly agreed
that movies help them to apply correct pronunciation in practice. A total of 49.2%
answered ‘strongly agree’, while 41.5% answered ‘agree’, followed by ‘neutral’ (41.5%).
None of them disagreed with the statement.

Table 5: Movies help me to apply unfamiliar accents and dialects

Frequency (N) Percentage (%)

Strongly Disagree 2 3.1

Disagree 1 1.5

Neutral 6 9.2

Agree 23 35.4

Strongly Agree 36 55.4

Total 65 100.0

In Table 5, although some responses to the benefit of movies in helping the respondents
to apply unfamiliar accents and dialects are negative (3.1% strongly disagreed, 1.5%
disagreed), the majority of the respondents (55.4%) answered strongly agree.

Table 6: Movies improve my foreign language listening skills

Frequency (N) Percentage (%)

Disagree 1 1.5

Neutral 9 13.8

Agree 21 32.3

Strongly Agree 34 52.3

Total 65 100.0

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With regard to the benefit of movies in improving the respondents’ listening skills, Table
6 shows that the majority of the respondents (52.3%) answered ‘strongly agree’, and
only 1.5% of the respondents disagreed. 13.8% of the respondents answered ‘neutral’
and none of them answered ‘strongly disagree’.

Table 7: Movies helps me to understand unfamiliar accents and dialects better

Frequency (N) Percentage (%)

Disagree 1 1.5

Neutral 9 13.8

Agree 17 26.2

Strongly Agree 38 58.5

Total 65 100.0

Table 7 shows that the majority of the respondents (58.5%) strongly agreed that movies
help them to understand accents and dialects better and only 1.5% disagreed. 13.8% of
the respondents were neutral, while the rest agreed.

Table 8: Movies help me to obtain and apply new vocabulary in practice

Frequency (N) Percentage (%)

Neutral 7 10.8

Agree 25 38.5

Strongly Agree 33 50.8

Total 65 100.0

Table 8 shows the respondents’ responses on the advantage of using movies to obtain
and apply new vocabulary in practice. More than half of the respondents (50.8%)
answered ‘strongly agree’, while none of them gave negative response. 10.8% of the
respondents answered ‘neutral’, while the rest agreed.

Table 9: Movies help me learn new vocabulary

Frequency (N) Percentage (%)

Disagree 1 1.5

Neutral 6 9.2

Agree 23 35.4

Strongly Agree 36 55.4

Total 65 100.0

As shown in Table 9, more than half of the respondents, with the percentage of 55.4%
strongly agreed that movies help them in learning new vocabulary. Only 9.2% of the
respondents answered ‘neutral’ and only 1.5% disagreed.

4.3 Students’ Perceptions on the Integration of Songs in Language Learning

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This section aims to find out whether the data collected from the online questionnaire s
answered the second research question on the students’ perception on the use of songs
in language learning.

Table 10 below shows the respondents’ response to the statement on the
suitability of songs as a language learning material for them.

Table 10: Song is a suitable language learning material for me

Frequency (N) Percentage (%)

Disagree 3 4.6

Neutral 11 16.9

Agree 19 29.2

Strongly Agree 32 49.2

Total 65 100.0

Table 10 shows that the majority of the responses are positive. 49.2% of the
respondents answered ‘strongly agree’, followed by 49.2% who agreed. However, there
are negative responses as well where 4.6% of the respondents disagreed with the
statement.

Table 11: Songs are a great media that supports speaking and listening activities

Frequency (N) Percentage (%)

Disagree 1 1.5

Neutral 15 23.1

Agree 21 32.3

Strongly Agree 28 43.1

Total 65 100.0

Table 11 shows the students’ perceptions on whether songs are a great media tool that
supports speaking and listening activities. The majority of the responses are positive.
43.1% of the total respondents strongly agreed with the statement and 32.3% agreed.
As for the negative response, only 1.5% of the total respondents disagreed with the
statement.

Table 12: Songs help me to adapt to the native speakers' pronunciation

Frequency (N) Percentage (%)

Disagree 2 3.1

Neutral 13 20.0

Agree 23 35.4

Strongly Agree 27 41.5

Total 65 100.0

Table 12 shows the responses of the respondents on the statement that songs facilitate
them to adapt the pronunciation of the natives. The majority of the respondents gave
positive responses, with the most response being ‘strongly agree’ (41.5%). Only 3.1% of
the total respondents disagreed.

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Table 13: Songs help me to be more fluent in speaking English

Frequency (N) Percentage (%)

Strongly Disagree 1 1.5

Disagree 3 4.6

Neutral 18 27.7

Agree 19 29.2

Strongly Agree 24 36.9

Total 65 100.0

Table 13 reveals the perceptions of the students’ on whether songs affected their
fluency in English. Although the majority of the responses are positive, 1.5% of them
strongly disagreed, while 4.6% of the respondents disagreed. 27.7% of the respondents
answered ‘neutral’ while the rest gave positive responses, with 36.9% of the total
sample strongly agreed.

Table 14: Songs help me to imitate the correct sound of English language by

singing out loud

Frequency (N) Percentage (%)

Strongly Disagree 1 1.5

Disagree 2 3.1

Neutral 9 13.8

Agree 24 36.9

Strongly Agree 29 44.6

Total 65 100.0

As shown in Table 14, we can see that the majority (44.6%) of the respondents strongly
agreed that songs help them to imitate the correct sound of English words by singing
out loud. While only 1.5% of the respondents strongly disagreed, 3.1% disagreed and
13.8% answered ‘neutral’.

Table 15: Songs facilitate me in listening precisely to English words

Frequency (N) Percentage (%)

Disagree 3 4.6

Neutral 11 16.9

Agree 25 38.5

Strongly Agree 26 40.0

Total 65 100.0

From Table 15, it can be seen that more than half of the responses are positive, with
40.0% of the total respondents strongly agreed that songs facilitate them in listening
precisely to the English words. 16.9% of the total respondents answered ‘neutral’ while
only 4.6% disagreed.

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Table 16: Spending more time listening to English songs makes me become more

familiar with English words

Frequency (N) Percentage (%)

Strongly Disagree 1 1.5

Disagree 1 1.5

Neutral 8 12.3

Agree 26 40.0

Strongly Agree 29 44.6

Total 65 100.0

With regards to listening skills, Table 16 shows the students’ responses on the use of
English songs to become more familiar with English words. The majority of the
responses are positive, with the highest percentage (44.6%) of them strongly agreed.
However, negative responses are present as well with 1.5% of the respondents
answered ‘strongly disagree’ and ‘disagree’.

Table 17: Songs make it easier for me to memorize new vocabulary

Frequency (N) Percentage (%)

Strongly Disagree 1 1.5

Disagree 2 3.1

Neutral 5 7.7

Agree 27 41.5

Strongly Agree 30 46.2

Total 65 100.0

Finally, from Table 17, we can see that the majority of the respondents strongly agreed
that songs make it easier for them to memorize new vocabulary, with the percentage
of 46.2%. However, 1.5% of the respondents strongly disagreed while another 3.1%
disagreed with the statement.

5. Discussion

This section discusses the findings of the study with reference to previous studies, and
show how they answer the research questions. The first research question is ‘what are
IIUM English majoring students’ perceptions on foreign language learning using
movies?’ and the second research question is ‘what are IIUM English majoring students’
perceptions on foreign language learning using songs?’.

5.1 Findings for Research Question 1

The first research question aims to find out the students’ perceptions on using movies
as a language learning strategy. First and foremost, based on the findings of this study,
the majority of the students agreed that movies are beneficial for language
improvement. This can be related to Kings (2002) who stated that movies are a valuable

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and rich resources for teaching, hence allowing the learners to expose themselves to
various original context and instances of the language. Apart from that, when asked
whether movies improve their foreign language skills, more than half of the
respondents strongly agreed, and only 1.5% of the total respondents disagreed. This
can be compared with a previous study by Tuzi and Mori (2008), where they identified
the advantages of integrating movies in language learning in various aspects such as
speaking, listening, writing, reading and grammar.

Furthermore, with regard to speaking skills, the study has identified that the
majority of the students believed that movies help them in improving their
pronunciation. Over 50% of the respondents answered ‘strongly agree’, and none of
them chose a negative response. Not only that, the respondents also gave positive
responses when asked if movies help them to apply correct pronunciation in practice,
where 41.5% of them strongly agreed, and none of them gave negative responses. This
finding is similar to the research by Silviyanti (2014), where she finds out that learners
were more hyped and eager and even practiced their pronunciation like the natives.
Not only that, when asked on the advantage that movies have in helping them apply
unfamiliar accents, the majority of the responses are positive, but there are three
respondents who responded negatively in which they answered ‘strongly disagree’. This
finding can be compared with Qiang and Wolff’s (2007) study. They stated that movies
actually make learners’ articulatory organs work, even when they did not produce any
sound while watching it
As for the listening skills, the findings show that the majority of the respondents found
movies helpful in facilitating them to familiarize themselves with unfamiliar accents and
dialects better. In comparison, Kaiser (2011) discusses that movies include various
forms of speeches; hence, the learners are more exposed to the original source of the
language and its speaker. In addition, Yiping (2016) finds out that learners would be
able to store the memory of words and phrases that were frequently repeated as they
watch movies since it provides real life listening experiences. This is similar to the
findings from this present study where the majority of the respondents believed that
movies help them in obtaining, applying and learning new vocabulary.

In conclusion, to answer the first research question of this study, we can deduce
that generally, the majority of the students have positive perceptions towards the
incorporation of movies in language learning.

5.2 Findings for Research Question 2

The second research question aims to find out the perceptions of English majoring
students of IIUM on the integration of songs as a language learning strategy. First and
foremost, based on the findings of the present study, the respondents responded
variously when asked if songs are a suitable learning material for them. Although the
majority of the respondents gave positive responses, 4.6% percent of the total
respondents responded negatively. In addition, the majority of the respondents also
strongly agreed with the statement that songs are a great media that supports speaking

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and listening skills. Thus, although songs are a great tool for language learning (Ulate,
2008), it can be said that not all learners enjoyed using it as a learning strategy.

With regards to speaking skills, Jiminez (2013) states that songs allow the
learners to improve their pronunciation and articulation gradually. However, this study
has identified that the students have mixed responses to the advantages of songs in
helping them to become more fluent in speaking the language. Although the majority
of the respondents gave positive responses, the number of respondents who answered
neutral are relatively numerous, followed by negative responses. On other questions in
which the learners were asked if songs help them in adapting the native speaker’s
pronunciation, the majority of the students strongly agreed with the statement, and
only 3.1% of the total respondents disagreed. Not only that, on another question aiming
to find out the benefits of songs in helping the learners to imitate the correct sound of
English words by singing it out loud, the responses varied as well, although almost half
of the students strongly agreed. These findings proved that songs are indeed an
alternative method for learners to practice their speaking skills, hence improving their
confidence level (Bahas, 2011).

Moreover, regarding the perceptions of the students on the effects of
integration of songs in their listening skills, the majority of the students believed that
songs helped them in listening precisely to the English words, and only 4.6% of the total
respondents disagreed. In addition, the majority of the students also agreed that by
spending more time listening to English songs, they became more familiar with the
English words. These findings are similar to the findings from Arevalo (2010) which show
that learners were able to familiarize themselves with the native’s pronunciation,
expression and vocabulary. Not only that, almost half of the total respondents believed
that songs make it easier for them to memorize new vocabulary obtained from the
lyrics, while only 4.6% of them disagreed. This finding can be linked to the research by
Tabatabaei and Etaat (2016), where they found out that songs facilitated vocabulary
recalling and vocabulary learning as they are listened to repeatedly.

To summarize, the majority of the respondents have positive perceptions on the
integration of songs as a language learning strategy, but there are relatively a number
of those who do not think that music is a useful tool for language learning.

6. CONCLUSION

Songs and movies are a form of entertainment that is widely used for various purposes in
the current era. Their availability in multiple languages and in various platforms makes
accessing them easy. Therefore, it is a waste if they are not used in language learning as
they can help the learners in acquiring various language skills, particularly speaking and
listening skills. Previous research has identified the many benefits of integrating songs and
movies as a language learning strategy, though there are some limitations that the learners
or instructors might face.

The paper aims to answer the research questions which are: i) What are IIUM
English majoring students’ perceptions on foreign language learning using songs?; and ii)
What are IIUM English majoring students’ perceptions on foreign language learning using

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movies? It is found out that the majority of the students have overall positive perceptions
towards the use of movies and songs in language learning. The respondents believed that
movies and songs are helpful in improving and enhancing their speaking and listening skills,
apart from allowing them to attain new vocabulary in the process. Thus, foreign language
learners should utilize these strategies in language learning as it is a form of learning that
not only is interesting, but also beneficial for their language learning process.

Bibliography:, Adlina Amani Abdul Razak is a student at the Kulliyyah of Languages and
Management, International Islamic University Malaysia. She can be contacted at
[email protected]. The title of her abstract is “Learning strategies: perceptions on
using songs and movies in learning a foreign language”.

Dr. Shahrul Nizam Mohd Basari is an assistant professor at the Kulliyyah of Languages and
Management, International Islamic University Malaysia. He can be contacted at
[email protected]. The title of his abstract is “Learning strategies: perceptions on
using songs and movies in learning a foreign language”.

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Proceedings of the 3rd International Language & Tourism Conference 2019
Sustaining Global Development Goals through
Language, Education and Tourism

Kulliyyah of Languages and Management, International Islamic University Malaysia,
Pagoh Edu Hub, Malaysia 18th-19th October 2019

THE ROLE OF EPISTEMIC BELIEFS IN PROMOTING CRITICAL THINKING FOR
LIFE-LONG LEARNING

Ive Emaliana
English language Education Program, Universitas Brawijaya, Malang, INDONESIA.

(E-mail: [email protected])
ABSTRACT

This paper provides an overview of sophisticated epistemic beliefs which promote
learners' critical thinking for achieving life-long learning as postulated in SDG 4. It starts
with a conceptualization of sophisticated epistemic beliefs which accommodate learners'
individual differences in learning. Next, it reviews cognitive development theories in
sophisticated epistemic beliefs which directs into critical thinking skills. Thorough
evaluation is also presented to explain connection between critical thinking and self-
directed learning which can promote life-long learning. Accordingly, synthesis of these
theories leads to some pedagogical implications which are applicable to sustain
educational activities to achieve life-long learning goal.
Keywords: SDG; Education; Epistemic beliefs; Critical thinking; life-long learning

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1. INTRODUCTION

Leaders from 193 countries of the world as the United Nations (UN) general assembly
adopted seventeen sustainable development goals (SDG) in September 2015 as an action
plan to change the world's prosperity by the year 2030 (UN, 2015). Improvement against
169 aims involving social concerns becomes successful parameters of a set of 17 SDGs.
McArthur & Rasmussen (2018) emphasize that health and well-being, poverty, hunger,
quality education, gender equality, climate action, water, sanitation, energy and
environment and peace and social justice have been covered by the UN 2030 Agenda
since they represent social development, economic, and environmental concerns.

As one way to implement UN ultimate goal to enhance quality life, acknowledging
significant role of education as principal driver of improvement and as an effort to
accomplish the other proposed SDG is inevitable. Revitalizing aspirational, enthusiastic,
and holistic education agenda, commitment to strengthen education is urgent. SDG 4 is
completely detained this new point, "Ensure inclusive and equitable quality education
and promote lifelong learning opportunities for all" and its parallels targets. United
Nations Educational, Scientific, and Cultural Organization (UNESCO) as the UN specialized
agency for education is responsible to induce and organize Education Agenda convening
global, regional, and national stakeholders by 2030 to mentor implementation of the
education agenda and concerning as an important point for education within all SDG
coordination design (Incheon Declaration, 2015).

To support this ultimate goal of SDG 4 every education institution should be aware that
education should be perceived as practices of forming individuals to encounter societal
necessity. Education might enhance people individually because they drive cultural shift
across disciplines to fit the demands of the future sustainably by allowing transformative
education for accessibility and inclusion (Weybrecht, 2016). Freire (1998) mentions that
education is a shared method which empowers each individual to consider and challenge,
becoming subjects or doers in the world. Therefore, based on those purposes of
education, different approaches should be employed to face the challenges in education,
notably various students' individual differences (Storey, et al., 2017).

Many studies have been conducted accommodating individual differences, as well in
second language acquisition (SLA) since long time ago. Gardner et al. (1997) focused their
research about SLA in social-psychological theory and methodology perspective. Siegal
(1996) conducted a research about SLA based on approaches on social construction.
Recently, the findings have been enriched with explanation about socio affective factors
and SLA in relation to individual variables in learning (Lo Castro, 2001). Further, Gorjian et
al. (2012) describe more specific that learners' variables like learning strategies, learning
style, learning motivation, attitudes, level of anxiety and aptitude are some learners'
individual variables which affect teaching and learning strategies. In this sense, individual
differences are challenges as well as also key factors to determine educational programs
and tools to achieve inclusive and equitable quality education based on SDG 4.

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Since learners vary considerable in relations to frequency, quantity, and quality of
strategy use, it has been accepted that individual differences are commenced fro m
different aspects. These encompass environmental and social aspects, such as country of
origin, past teaching methods, learning tasks, and learning contexts, and these comprise
individual learners aspects, including language proficiency, cognitive style, career
orientation, motivation, age, gender, and learner beliefs (Zhong, 2015). Learners' beliefs
have demonstrated to impact both experience and action of language learners (Horwitz,
1999). Some empirical findings have revealed that beliefs which are held by language
learners in relation to a target foreign language and its culture influence their
perspectives to the language and with some other variables take part in the second
language motivations (Csizér & Dörnyei, 2005; Li & Ruan, 2015; Trevors et al., 2017).

In this paper, specific learners' beliefs in language learning are explored and partially
mapped, categorizing several connections with other variables which bring action and
engagement on language learning to support SDG 4 ultimate goal, i.e. ensuring inclusive
and equitable quality education and promote lifelong learning opportunities for all.
Situating epistemic beliefs as language learners' beliefs within the discussion, finding it to
be dominant aspect which deploys considerable influence to learners' critical thinking as
well as autonomous learning. The rest of this paper is structured as follows. Section two
briefly reviews literature on the contribution of epistemic beliefs to learners' critical
thinking. Particular level of epistemic beliefs may have potential to simplify the process of
improving learners' critical thinking when learning. Section three partially maps critical
thinking which have greater contribution to autonomous learning initiation. Finally, in
section four, several teaching and learning approaches are offered to accommodate
teachers in implementing higher level of epistemic beliefs which encourage critical
thinking and promote long life learning.

This paper can be considered an essay about the role of epistemic beliefs in this
education field. IT seeks also to find answers to some of the concerns raised: what type of
education is required in this century? How can epistemic beliefs through educational
offer contribute to adapt educators to change and to transform the world within we live
in? These are several of issues raised and inspired in the targets of SDG through the
educational initiatives.

2. EPISTEMIC BELIEFS IN LANGUAGE LEARNING

Studies on beliefs about language learning which are significant aspects of learners'
variables for second language acquisition, were dominated by a cognitive point of
view only (Horwitz, 1999). The recent rise of socio-culture theory has shifted to more
contextually situated learners-beliefs (Trevors et al., 2017). This new paradigm challenges
that learners' beliefs are mediated by multiple socio cultural factors (Li & Ruan, 2015),
and many of the studies focused on learning beliefs in general contexts (Horwitz, 1999;
Csizér & Dörnyei, 2005; Zhong, 2015); little attention however is paid to those epistemic

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beliefs. Personal epistemic beliefs refers to beliefs about definition of knowledge,
how knowledge is developed, how knowledge is assessed, where knowledge is found,
and how knowing occurs (Hofer, 2002: 4). As these beliefs influence how learners
drive and utilize knowledge, they are closely related to learners' thinking, learning and
motivation (Schommer, 1993; Hofer & Pintrich, 1997; Muis, 2004).

A conceptualization of personal epistemic beliefs is posited in a bigger picture of
cognition and cognitive process. Epistemic beliefs allow learners to interpret the
nature of learning problems and to define limits of any strategy to solving it. They
provide foundation for learners by which they might deal with different ideas in issues
like logic or ethical choice (Hofer, 2002). Zhu (2016) adds epistemic beliefs
development refer to cognitive development as some other researchers have been
mention, that epistemic beliefs are related to intellectual and ethical development or
ways of knowing.

Although a lot of researchers have differed in their approaches to the research of
personal epistemic beliefs, one approach initiated by Schommer (1993) has
conceptualized epistemic beliefs system which described as having five factor dimensions
underlying, including beliefs about simple knowledge (knowledge is an accumulation of
discrete and unambiguous facts), certain knowledge (knowledge is unchanging and
absolute), omniscient authority (teachers have best access to knowledge), quick learning
(learning happens quickly or not at all), and innate ability (ability to acquire knowledge is
fixed). Therefore, epistemic beliefs can be categorized as learners' beliefs about what is
learning and how to learn. Learners' epistemic beliefs level can be categorized as simple
when less cognitive process occur, indicated by less dynamic process of learning reflected
from each five dimensions above, otherwise, learners have sophisticated level of
epistemic beliefs.

3. SOPHISTICATED EPISTEMIC BELIEFS FOR LEARNERS' CRITICAL THINKING

With sophisticated information era and increasing society complexity, critical thinking
has been receiving attention as an ability that enables learners to deal with infinite
information, to postulate logical judgment and to take part as competent citizens in
society. Educational institutions have been given significant duty in aiding learners
learn to think rationally and deeply so that they can assess various point of views
effectively (Halpern, 2003). Among many factors affect critical thinking performance,
epistemic beliefs has been proposed to be relevant (Schraw, 2001; Chan et al., 2011).

A conceptualization of personal epistemic beliefs is posited in a bigger picture of
cognition and cognitive process. Meanwhile, critical thinking is defined as sensible
reflective thinking which emphasizes on determining what to believe and do, which
comprises active assessment on learners' thinking process, which would provide
beneficial and exact feedbacks to enhance thinking (Halpern, 2003). Various

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descriptions are proposed by many researchers about critical thinking, above all,
prime elements always include reflective thinking, meta cognition, reasoning, and
judgment (Halpern, 2003; Chan et al., 2011; Gottschalk, 2016; Kitsantas, 2019). Few
examples of critical thinking skills are verbal reasoning, argument analysis, hypothesis
testing, assessing likelihood, and problem-solving/ decision making (Halpern, 2003).

In circumstances obliging critical thinking, the essential of learners' epistemic beliefs
theories will in some way decide how they proceed tasks and what meaning they
make of the given information. Underlying flexible thinking that is significant in the
development of thinking critically, epistemic beliefs with sophisticated level are
closely related to learners' critical thinking. Learners' who possess sophisticated
epistemic beliefs will fulfill several criteria, like (1) they have point of view that
knowledge is tentative not static for certain knowledge; (2) they posses perspective
that learning is improving over time not inherited for fix ability; (3) they see learning
can be done individually which come from many resources, not only from authorities
like teachers only for omniscient authority; (4) they believe that knowledge is
acquired through reason or logic experiences for simple knowledge; (5) they consider
that learning happen based on process for quick learning; and (6) they believe that
ability to acquire knowledge is tentative never be fixed for innate ability (Emaliana,
2017).

Accordingly, a lot of researchers share concepts that sophisticated epistemic beliefs
perception is a qualification for learners to involve in critical thinking, with related
empirical affirmation present, for instance, Chan et al., (2011) noted that significant
relationships between epistemic beliefs and critical thinking largely apply in both
Western and Chinese contexts. Besides, learners with stronger epistemic beliefs
produce more thematic and critical interpretations over articles contents reading
(Yang et al., 2016). Based on those research findings it is explicitly postulated that
epistemic beliefs have the potential to inform educators about ways to promote
learners' thinking. Therefore, more sophisticated epistemic beliefs are associated with
better cognitive ability, higher levels of desirable thinking organizations, and better
critical performance. When learners' reasoning and logic experiences should be
facilitated, critical thinking successfully becomes learning habit. Eventually,
sophisticated epistemic beliefs have remarkable effects on critical thinking
performance over and above those provided by cognitive ability and thinking
organizations.

4. LEARNERS' CRITICAL THINKING PROMOTES LONG-LIFE LEARNING

The aims of critical thinking and life-wide or life-long learning show repeatedly in the
recent educational betterment in many societies across the nations. Different experts
who have developed theories on critical thinking need to be observed. Some mention
that critical thinking is comprised by specific skills, like distinguishing deceptive
opinions, assessing relevant proof, or weighing reasons appropriately (Ennis, 1996).

303

Besides that, Alston (2001) describes that if critical thinking is formed by dispositional
knowledge, some suggest that this would be in the sense of a moral values that
motivates critical thinking. However, based on Mason (2007), debate about critical
thinking which occurs in learning is debatable, for critical thinking inconsistently
brings learning apprehension or learning improvement.

However, recent studies show more promising impact on critical thinking over
learning process. As argument over past study results that teaching critical thinking
should have as one of its purposes the possibility of adapting or changing learners'
deeply held beliefs, Gottschalk (2016) argues that teaching critical thinking should
importantly avoid occupying them in a dogmatic way, as learners' deeply held beliefs
could have been different. In other words, teaching critical thinking should begin with
characteristics reflected by sophisticated epistemic beliefs, which accommodate
learning that is dynamic because knowledge is tentative and can come from various
resources. Critical thinking which is closely related to high order of cognition skills
help learning process avoiding static process.

In relation to cognitive capacity, intelligent system can increase learners' cognition
skills into critical thinking which can motivate them to be self-regulated learners.
Kitsantas et al. (2019) describe that self-regulation in learning help learners to involve
in critical thinking, therefore, long-life learning will be indispensable.

5. PEDAGOGICAL IMPLICATIONS

In relation to successful education as postulate in SDG 4, educators should provide
learning experience to cultivate sophisticated epistemic beliefs among learners through
several learning experiences. Three key elements developed that characterize the
educational encounters accommodate sophistication of epistemic beliefs among learners,
(1) curriculum that provides exposure to multiple perspectives of learning; (2) teachers
beliefs and facilities of necessary scaffolds to perceive multiple perspective in learning;
and (3) assessment which accommodates freedom to show learners' competence in
learning.

Therefore, communicative approach which is utilized as teaching and learning foundation
should be directed into various activities. Student-centered learning can accommodate
learners to experience activities which provide learners with high order of thinking skills
and critical thinking for meaningful activities. Cooperative learning should also provide
activities to make learners with different epistemic beliefs are motivated to work
together in experiencing activities which lead them into possession of sophisticated
epistemic beliefs. Task-based instruction will lead learners to be active and work together
to achieve authentic and meaningful tasks. This teaching method facilitate critical thinking
to learners and learners with high order of thinking who urge to undergo more
challenging but control learning procedures, this way, they are confronted with receiving

304

inductive learning or learning by employing scientific approach. Finally, blended learning
always become considerable teaching activities option, for it accommodates active
learning and task-based instruction which lead to habit of sophisticated epistemic beliefs
formation that promote critical thinking and self-directed learning (autonomous learning)
for achieving life-long learning.

6. CONCLUSION

As stated in SDG 4, Education should accommodate and achieve inclusion and promote
life-long learning. Epistemic beliefs as one part of inclusion taken from individual
differences need to be considered. Notably, promoting sophisticated epistemic beliefs
will lead learners to posses critical thinking which are beneficial in providing self-directed
learning. Eventually, when self-directed learning becomes learning habit, learners are
indirectly become life-long learners. When these processes are implemented in
educational institution with communicative approach, scientific approach, cooperative
learning, student-centered learning, and blended learning, SDG 4 ultimate goals can be
achieved. Future studies should attempt to clarify the relative roles and relationships of
these thinking-related factors in educational settings.

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