Article Sidebar

Submitted
December 24, 2020
Accepted
February 15, 2021
Published
March 2, 2021
Download
PDF
Statistic
Read Counter : 178 Download : 319

Downloads

Download data is not yet available.

Main Article Content

Abstract

This study is designed to investigate the correlation between EFL students’ language aptitude and their English proficiency. The data were collected from sixty-five students in the end of their eighth semester at the English department in faculty of teacher training in UIN Raden Fatah Palembang.The students took a foreign language aptitude test(both explicit and implicit LLAMA tests) and an English proficiency test (TOEFL). The collected data was analyzed using Pearson-Product Moment correlation test. It reveals that Pearson correlation between LLAMA explicit scores and TOEFL scores is significant at 0.676, P < 0.01 (2-tailed), so the correlation between LLAMA explicit scores and TOEFL scores is considered moderate. In addition, the correlation between LLAMA implicit scores and TOEFL scores is significant at 0.422, P < 0.01 (2-tailed), therefore, the correlation between LLAMA implicit scores and TOEFL scores is considered low.

 

Keywords

Language aptitude language proficiency LLAMA

Article Details

License
Lisensi Creative Commons
Ciptaan disebarluaskan di bawah Lisensi Creative Commons Atribusi-BerbagiSerupa 4.0 Internasional.
How to Cite
Tobroni, K., & Khaja, F. N. M. (2021). Correlation between EFL Students’ Language Aptitude and their English Proficiency. Journal of English Education and Teaching, 5(1), 61–73. https://doi.org/10.33369/jeet.5.1.61-73
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. Granena, G. (2012). Age differences and cognitive aptitudes for implicit and explicit learning in ultimate L2 attainment. Unpublished doctoral dissertation. University of Maryland.
  2. Granena, G. (2013). Cognitive aptitudes for second language learning and the LLAMA Language Aptitude Test. In G. Granena & M. H. Long (Eds.), Sensitive periods, language aptitude, and ultimate L2 attainment. Amsterdam: John Benjamins.
  3. Granena, G., Yilmaz, Y., & Novella, M. (2015). Implicit and explicit instruction in L2 learning. Implicit and explicit learning of languages, 443-482.
  4. Grañena, G. (2016). Cognitive aptitudes for implicit and explicit learning and information-processing styles: An individual differences study. Applied Psycholinguistics, 37(03), 577-600Granena, G. (2013). Cognitive aptitudes for second language learning and the LLAMA Language Aptitude Test.In G. Granena & M. H. Long (Eds.), Sensitive periods, language aptitude, and ultimate L2 attainment. Amsterdam: John Benjamins.
  5. Hulstijn, J. (2011). The Shaky Ground Beneath the CEFR: quantitative and qualitative dimensions of language proficiency. The Modern Language Journal, 91(4), 663-667.
  6. Kaufman, S. B., DeYoung, C. G., Gray, J. R., Jimenez, L., Brown, J., & Mackintosh, N. (2010). Implicit learning as an ability. Cognition, 116, 321–340.
  7. Meara, P. Rogers, V., Barnett-Legh, T., Curry, C. and Davie, E. (2017). Examining the LLAMA aptitude tests. Journal of the European Second Language Association, 1(1), 49–60.
  8. Rebuschat, P. (2015). Implicit and explicit learning of languages. Amsterdam: John Benjamins.
  9. San Diego County Office of Education. (2010). Language Proficiency Levels. Retrieved from http://mandarin.sdcoe.net/resources/Language_Proficiency_Levels.pdf
  10. Skehan, P. (1998). A cognitive approach to language learning.Oxford University Press.
  11. Skehan, P. (2002). Theorizing and updating aptitude. In P. Robinson (Ed.), Individual differences and instructed language learning (pp. 69–93). Amsterdam: Benjamins.
  12. Syahrial, S & Syafryadin, S. (2020). Analysis of the TOEFL Mastery of Postgraduate Program (S2) at Bengkulu University. Proceeding of International Conference on the Teaching English and Literature. 1(1), 165-176.
  13. Syafryadin, H., & Salniwati, A. R. A. P. Digital Storytelling Implementation for Enhancing Students’ Speaking Ability in Various Text Genres. International Journal of Recent Technology and Engineering (IJRTE). 8(4), 3147-3151.
  14. Syafryadin, S. (2020). Students’ Strategies in Learning Speaking: Experience of Two Indonesian Schools. Vision: Journal for Language and Foreign Language Learning, 9(1), 33-46.
  15. Syafryadin, S., Martina, F., & Salniwati, S. (2020). Compensation strategies in speaking activities for non-English department students: poor and competent speakers. JEES (Journal of English Educators Society), 5(2), 109-116.
  16. The Educational Testing Service. (2016). Using TOEFL Scores for Determining English Proficiency of International Teaching Assistants.