The Beliefs Of Japanese Science Majors On Learning English And The Influence Of Communication In Student Personal Networks

Abstract

English is the lingua franca in academia, business and international relations, and as such can act as gatekeeper to opportunities in the increasingly globalized world. The importance of English language competence is difficult to overstate. Consequently, English language education has been an important area of focus in education. In Japan, learning English as a second language has proven to be a difficult challenge for learners in spite of the extensive educational resources made available. Success in language learning has been linked to learner beliefs, a key affective factor, and since learner beliefs influence learner behaviors, they may impact language learning success. Therefore, the language learning beliefs of unsuccessful language learners and successful language learners, as determined by standardized testing, were investigated. Following this, the impact of student personal communication networks on the language learning beliefs of the successful language learners were examined in focused interviews. Participants shared beliefs, but also differed significantly in some beliefs according to their success as language learners in five groupings of beliefs: (1) foreign language aptitude; (2) the difficulty of language learning; (3) the nature of language learning; (4) learning and communication strategy; and (5) motivation. This study found that the unsuccessful learners blamed the lack of success to outside factors that were beyond their control, did not expect to succeed, relied on traditional ways of learning and were passive learners. Successful language learners used non-traditional learning styles, made opportunities to use the language, and took responsibility for their learning and expected to succeed. Two successful learners, Fumiko and Masahiro, had their learner beliefs influenced by their student personal networks through face-to-face communication, SNS software, and Facebook communication. These communications led to increased motivation, self-awareness in language learning, and provided more opportunities to use language. Beliefs can influence behaviors, and behaviors, in turn, can influence outcomes. The socially created knowledge in personal communication networks can lead to beliefs that encourage good learner behaviors, and student personal communication networks play an important role in helping students achieve language learning success. This study identifies a correlation between student beliefs and English language learning successes in Japanese non-English majors in Japan. Furthermore, it shows that for two of the successful language learners, student persona communication networks played an important role in influencing their beliefs.