Multilingual and Mono-Multilingual Students’ Performance in English Speaking

Abstract

The present study attempted to investigate and measure the performances of multilingual and mono-multilingual students of the pesantren modern IMMIM in Makassar. This study employed the mixed-method approach where the 30 students of the Junior High School were selected randomly and participated as the subject of the research. The qualitative data gained through the interview and observation of the students’ behavior in English speaking and the quantitative data obtained through the speaking test. The results show that the multilingual students tend to behave extrovert and ambivert behavior in English speaking while the mono-multilingual students behave introvert. It was strengthened by the speaking test achievement which shows that the multilingual students have the high score in terms of the fluency and comprehensibility while the mono-multilingual students have the high score regarding the accuracy, especially in grammar

A Polyglot’s Strategies in Learning Foreign Languages: a Case Study

“…plurilingualism, was coined to emphasize the focus of the study (Calafato & Simmonds, 2023;Cenoz, 2013;Jeoffrion, Marcouyeux, Starkey-Perret, et al, 2014). Most studies focusing on individual multilingualism addressed the characteristics of multilingual individuals, such as motivation (Calafato, 2021;Macatuno-Nocom, 2022;Thompson & Erdil-Moody, 2016), learning strategies (Alshaghel & Pappuswany, 2021;Brosh, 2018;Chattaraj, 2017;Dolgunsöz, 2013;Macatuno-Nocom, 2022;Qomariyah et al, 2022;Raftari & Vosoughi, 2013), learners' performance and the factors affecting the performance (Bin-Tahir et al, 2018;Bensalem, 2018;Brosh, 2018;Shishova, 2020), the cognitive and neural characteristics of multilingual individuals (Bright, Ouzia & Filippi, 2015;Hayakawa & Marian, 2019;Wattendorf, Festman, Westermann et al, 2014), as well as the impacts and benefits of multilingualism (Botes et al, 2020;Calafato, 2021;Calafato & Simmonds, 2023;Dolgunsöz, 2013;Lewis, 2023;O'Brien, Curtin & Naqvi, 2014;Pitkänen-Huhta, 2019).…”

“…Nowadays, however, the view has shifted to a more open definition that the degree of proficiency may vary from one language to another as it is affected by factors, such as register, occupation, and education (Anastassiou et al, 2017;Bin-Tahir et al, 2018). Similarly, Cenoz (2013) states that today perfect mastery and native-like proficiency in foreign languages no longer constitute a requirement for one to be considered multilingual.…”

“…While multilingualism is a common phenomenon, the study of multilingualism is relatively a new branch in the extensive scope of language and linguistic studies. Anisimova (2019) pointed out that multilingualism is multifaceted, and can be examined from a range of different perspectives, such as linguistics and psychology (Bin-Tahir, Atmowardoyo, Dollah, Rinantanti, & Suriaman, 2018;Botes, Dewaele, & Greiff, 2020;Shishova, 2020), sociolinguistics (Kidwell & Triyoko, 2021;Qomariyah, Anam, & Setiawan, 2022) or socio-economics (Chattaraj, 2017), education (Bensalem, 2018;Brosh, 2018;Castillo, 2013;Cenoz, 2013;Macatuno-Nocom, 2022), and even neuroscience (Wattendorf, Festman, Westermann et al, 2014). More specific studies have also been conducted to tap into the different areas of multilingualism, including the characteristics of multilingual individuals and/or communities (Cenoz, 2013), the emotions and emotional dynamics of multilingual individuals from the perspective of positive psychology (Botes et al, 2020), and the learning strategies that they employ when learning foreign languages (Alshaghel & Pappuswamy, 2021;Chattaraj, 2017;Dolgunsöz, 2013;Zarei & Baharestani, 2014).…”

Students’ Voices on English Language Uses in an Islamic Boarding School in Gorontalo

“…In the context of Islamic boarding school, English is an integrated part of the teaching process. At such schools, in addition to Indonesian and local languages, Arabic and English are compulsory subjects (Bin Tahir, et al, 2018). Both languages are used on a daily basis in daily communication.…”

“…Yet, studies on students' English-speaking skills in the context of Islamic boarding school have shown different results. Bin Tahir, et. al (2018), for instance found that there was a gap of speaking performance between motivated and less motivated students when involving in English interaction.…”