Interweaving EFL Learners’ Speaking, Reading, Writing Strategies and Epistemic Beliefs to Language Achievement through E-Learning

Abstract

The use of strategies in learning is believed to lead the way for success among students. Thus, there have been various learning strategies that surface from several causes such as the ones triggered by the teachers through the teaching techniques employed in the classroom and/or the ones owned by the students themselves. In the context of EFL in Indonesia, learning strategy is an interesting issue to discuss especially the ones dealing with the language skills with the notion that good language skills mastery might affect students’ success in other areas as well. Albeit, the strategy of learning can be triggered by their beliefs in learning which is under the theory of epistemic beliefs. It is the belief that the students hold concerning their understanding in defining learning English and ways to learn English. In a bid to expand the body of research on learning strategies for English achievement, this study investigated speaking, reading, and writing strategies and their relationship with EFL epistemic beliefs, for little research has specifically explored the dynamic nature of learning beliefs. To address this gap, robust theoretical framework to develop a causal model hypothesis needs to reveal. Through library research causal relationships among speaking, reading, writing, epistemic beliefs and achievement are formulated. In the light of these findings, the researchers propose pedagogical implications for EFL teaching and learning theory, method, and practice.