First International Conference on Advances in Education, Humanities, and Language, ICEL 2019, Malang, Indonesia, 23-24 March 2019

Research Article

High Quality Human Resources with Divergent Multicultural Exposure's Epistemic Beliefs and Proficiency

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  • @INPROCEEDINGS{10.4108/eai.23-3-2019.2284937,
        author={I  Emaliana and M  Galkina and N B Fauzi and E  Junining and D  Hartono},
        title={High Quality Human Resources with Divergent Multicultural Exposure's Epistemic Beliefs and Proficiency},
        proceedings={First International Conference on Advances in Education, Humanities, and Language, ICEL 2019, Malang, Indonesia, 23-24 March 2019},
        publisher={EAI},
        proceedings_a={ICEL},
        year={2019},
        month={7},
        keywords={efl efl epistemic beliefs toefl human resources multiculture},
        doi={10.4108/eai.23-3-2019.2284937}
    }
    
  • I Emaliana
    M Galkina
    N B Fauzi
    E Junining
    D Hartono
    Year: 2019
    High Quality Human Resources with Divergent Multicultural Exposure's Epistemic Beliefs and Proficiency
    ICEL
    EAI
    DOI: 10.4108/eai.23-3-2019.2284937
I Emaliana1,*, M Galkina2, N B Fauzi1, E Junining1, D Hartono1
  • 1: Universitas Brawijaya, Malang, Indonesia
  • 2: Vyatka State University, Kirov, Russia
*Contact email: ive@ub.ac.id

Abstract

This research examines the correlation between EFL students' epistemic beliefs, the way they define learning and how they learn English, and English proficiency to predict human resources' quality with divergent multicultural exposure. Test of English as a Foreign language (TOEFL) is chosen to represent English proficiency, mandatory for more than 90% of job posts in Indonesia. The higher level of epistemic beliefs should predict the high scores of TOEFL. This paper is aimed at analyzing and introduce the concept of epistemic beliefs and the planning of high quality human resources at University level, and is an effort to reflect on the importance of epistemic beliefs for formulating learning outcomes for English department. Major findings indicate epistemic beliefs are prominent grounds under the development of classroom level curriculum, as students are exposed with various multicultural background. This paper presents recommendations for curriculum reference and teaching instructions, teacher education and further studies.