The impact of multilingualism and learning patterns on student achievement in English and other subjects in higher education

Students' mindsets, multilingualism, learning styles and self-regulation strategies, which represent parts of their learning patterns, can affect their academic achievement in various ways. This article presents the results of a study that utilised a 185-item online questionnaire to investigate...

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Published inCambridge journal of education Vol. 53; no. 5; pp. 705 - 724
Main Authors Calafato, Raees, Simmonds, Kevin
Format Journal Article
LanguageEnglish
Published Cambridge Routledge 03.09.2023
Taylor & Francis Ltd
Subjects
Academic achievement
achievement
Cognitive style
College students
English (Second Language)
English as a foreign language
English as a second language learning
Higher education
Languages
Learning
Learning outcomes
Learning Processes
Learning strategies
mindsets
Multilingualism
non-language subjects
Regulation
self-regulation
Undergraduate students
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Abstract Students' mindsets, multilingualism, learning styles and self-regulation strategies, which represent parts of their learning patterns, can affect their academic achievement in various ways. This article presents the results of a study that utilised a 185-item online questionnaire to investigate the interplay among the mindsets, learning styles, self-regulation strategies, multilingualism and achievement of 191 undergraduate students in France who were studying English as a foreign language (EFL) as part of their non-language degrees. The findings indicated that students who held growth-oriented mindsets about EFL, used concrete experiences as part of their learning style, and were proficient in multiple languages performed better in EFL. At the same time, there were no statistically significant correlations between their mindsets, learning styles, self-regulation strategies or multilingualism and their achievement in non-language subjects. Interestingly, the students reported employing similar learning styles and self-regulation strategies for both EFL and non-language subjects.
AbstractList Students’ mindsets, multilingualism, learning styles and self-regulation strategies, which represent parts of their learning patterns, can affect their academic achievement in various ways. This article presents the results of a study that utilised a 185-item online questionnaire to investigate the interplay among the mindsets, learning styles, self-regulation strategies, multilingualism and achievement of 191 undergraduate students in France who were studying English as a foreign language (EFL) as part of their non-language degrees. The findings indicated that students who held growth-oriented mindsets about EFL, used concrete experiences as part of their learning style, and were proficient in multiple languages performed better in EFL. At the same time, there were no statistically significant correlations between their mindsets, learning styles, self-regulation strategies or multilingualism and their achievement in non-language subjects. Interestingly, the students reported employing similar learning styles and self-regulation strategies for both EFL and non-language subjects.
Author Calafato, Raees
Simmonds, Kevin
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  surname: Simmonds
  fullname: Simmonds, Kevin
  organization: Université de Tours, Blois Campus
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Snippet Students' mindsets, multilingualism, learning styles and self-regulation strategies, which represent parts of their learning patterns, can affect their...
Students’ mindsets, multilingualism, learning styles and self-regulation strategies, which represent parts of their learning patterns, can affect their...
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SubjectTerms Academic achievement
achievement
Cognitive style
College students
English (Second Language)
English as a foreign language
English as a second language learning
Higher education
Languages
Learning
Learning outcomes
Learning Processes
Learning strategies
mindsets
Multilingualism
non-language subjects
Regulation
self-regulation
Undergraduate students
Title The impact of multilingualism and learning patterns on student achievement in English and other subjects in higher education
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