The Role of Personality Traits in the Choice and Use of Language Learning Strategies (original) (raw)
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International Journal of Applied Linguistics and English Literature, 2013
This study investigates the relationship between personality traits, as measured by the NEO Five Factor Inventory, and different learning strategies, measured by the Motivated Strategies for Learning Questionnaire (MSLQ), that foreign language student may employ to help them learn the language. A sample of 231 undergraduate students of English in Iran was administered the Inventory and the MSLQ. This study is the first to connect learners' personality traits with general learning strategies, which can be specifically applied to foreign language learning. Analyzing the data using multiple regressions, the authors found that personality type was able to predict the tendency to use different learning strategies. Specifically, students who scored high on "conscientiousness" were more likely to use all strategies, particularly managing time and study environment. Students high on extraversion were more likely to use peer learning and help seeking strategies. The authors conclude that language teachers could benefit from assessing their students' personalities and matching strategies to their students' tendencies.
Relationship of Personality Types and Strategy Choices in Foreign Language Learning
Sustainable Multilingualism
Summary Language learning is a comprehensive concept with its components and needs. Because of this reason, it is affected by various subjects, most significant two of which are learner personality and language learning strategy choices of the students. By taking into consideration the importance of these factors in language education, the main aim of this study is to find out the relationship of students’ personality types and their language learning strategy choices by also taking into account their language levels to provide information for syllabus designers and language teachers. In order to do this, a survey design method was supported with Myers and Briggs Personality Test and Oxford’s SILL (Strategy Inventory for Language Learning), and 68 randomly selected students participated in this study. After analyzing the data with SPSS 23.0, it was found out that there is no significant statistical relationship between strategy choices and personality types. On the other hand, parti...
Croatian Journal of Education-Hrvatski Casopis za Odgoj i obrazovanje, 2021
This study deals with the relationship between personality traits and students' use of metacognitive strategies and their language achievements at tertiary level. It included 401 students. The International Personality Item Pool (IPIP) (Goldberg, 2001) and Oxford's (1990) Strategy Inventory for Language Learning (SILL) were used to measure student perceptions of their personality traits and employment of metacognitive strategies. Three multiple linear regressions were performed in order to examine the predictive role of personality dimensions in relation to different domains of metacognitive strategies. Two domains of metacognitive strategies, i.e. centred learning and evaluation, reach statistical significance, while planning and organization in the learning process as a criterion is not statistically significant. They explain between 4.1 % and 6.7 % of the criterion variance. Openness to experience is a significant predictor for two domains of metacognitive strategy, i.e. centred learning and evaluation. Pearson's correlations were calculated between personality dimensions and grades in English courses. The achieved grades are statistically significant and negatively correlated with conscientiousness and agreeableness, while they are positively correlated with openness to experience.
Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje
This study deals with the relationship between personality traits and students’ use of metacognitive strategies and their language achievements at tertiary level. It included 401 students. The International Personality Item Pool (IPIP) (Goldberg, 2001) and Oxford’s (1990) Strategy Inventory for Language Learning (SILL) were used to measure student perceptions of their personality traits and employment of metacognitive strategies. Three multiple linear regressions were performed in order to examine the predictive role of personality dimensions in relation to different domains of metacognitive strategies. Two domains of metacognitive strategies, i.e. centred learning and evaluation, reach statistical significance, while planning and organization in the learning process as a criterion is not statistically significant. They explain between 4.1% and 6.7% of the criterion variance. Openness to experience is a significant predictor for two domains of metacognitive strategy, i.e. centred le...
The Relationship Between the Big Five Personality Traits and Language Learning Strategies
2015
Problem Statement: The studies based on the relationships between personality and language learning strategies have produced inconsistent results. There have been very few number of studies conducted to find the relationships between personality and language learning strategies. In addition to this, there have been few second language studies based on the Big Five model which is expected to renew interest in the study of the role of personality factors in language learning. Purpose of the Study: The main objective of this study is to examine the relationship between the personality and language learning strategies of Turkish university students studying at a two-year vocational high school in a Turkish state university. Methodology: This study investigated the personality trait levels, language learning strategy levels and the possible relationships among them by employing a quantitative approach. Two different surveys which were translated into Turkish by the author were used as th...
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In recent years, language-learning research has been more concerned with factors that may affect the choice of learning strategies among learners. In studies conducted by Cohen (1990), Ehrman and, and , these factors have been identified as motivation, gender, learning style, previous experience, and personality type. This study attempts to find out the kinds of language learning strategies that Iranian EFL learners mostly utilize. In addition, the language learning strategies preferred by Iranian extrovert/introvert, sensing/intuitive, thinking/feeling, and judging/perceiving language learners are also considered. The sample of the study included 137 Iranian EFL learners at MA level, studying at different branches of the Islamic Azad University and University of Teacher Education, who were randomly selected for the purpose of this study. The instruments utilized in this study were (a) Myers-Briggs Type Indicator (MBTI) to identify the kind of personality type language learners have, and (b) Strategy Inventory for Language Learning (SILL) to assess the learners' strategy-use-frequency in language learning. The results of the study showed that learners with extrovert and introvert personality types did not show any significant difference regarding the use of language learning strategies. Both sensing and intuitive learners preferred to use affective strategies. The findings also indicated that thinking, as well as feeling learners, used memory and social strategies. Perceiving learners used two categories of strategies, cognitive and compensation, whereas judging learners employed only the compensation strategy.
Saudi EFL Students’ Personality Types and Their Language Learning Strategies
Journal for the Study of English Linguistics
The purpose of this study was to examine the relationship between personality types and English language learning strategies, and to examine the pattern of English language learning strategies used by Saudi EFL university students. The sample of the study consisted of 68 EFL female students in the English department at Al-Imam Muhammad Ibn Saud Islamic University (IMSIU). Two instruments were used to collect the data; Oxford’s (1990) Strategy Inventory for Language Learning (SILL) and the Myers-Briggs Type Indicator (MBTI). The findings indicated that the participants were medium-high range strategy users and that the most frequently used strategy category among the six categories is metacognitive strategies followed by cognitive strategies, compensation strategies, social strategies, memory strategies, and finally, affective strategies. The observations indicated that there were some significant differences among students’ language learning strategy preferences based on their perso...
Personality Traits and Language Learning Strategies among EFL Students
Passer journal of basic and applied sciences, 2024
This research delves into the effect of the Big-Fivepersonality-traits-Extraversion, Agreeableness, Conscientiousness, Neuroticism, and Openness on acquiring second/foreign languages among individuals from the Iraqi Kurdistan region, spanning linguistics, cognitive science, psychology, and sociology. The interdisciplinary study explores how personality traits intertwine with language learning. Analyzing 495 EFL learners in Kurdistan universities, the research deploys statistical methods to uncover correlations between personality traits and language-learning strategies. The results unveil nuanced associations; for instance, Conscientiousness and Neuroticism influence memory strategies, while Conscientiousness and Agreeableness relate to cognitive strategies. Compensation strategies connect with Conscientiousness and Openness, and metacognition strategies demonstrate ties to Extroversion and Openness. Affective strategies align with Conscientiousness and Neuroticism, and social strategies are linked to Extroversion and Openness. These results emphasize the intricate dynamics of how personality traits influence language learning strategies, emphasizing the need for further investigation into the underlying mechanisms governing this interplay.
THE RELATIONSHIP BETWEEN PERSONALITY TYPES AND COGNITIVE LEARNING STYLES
International Journal of Management and Applied Science, 2018
This research introduces the Students' Learning Styles and the Success of English Teaching and Learning as a Foreign Language. The population of the study is students of grade eight who were registered in 2018 at SMPN 5 Kendari. The total number of them is 326. From that number, it was taken 97 students (30%) as samples. The students of grade eight answered questionnaires asking their opinions towards the relationship between students' personality types and their cognitive learning styles, the data was collected by using questionnaires technique.Data was analyzed correlation between Students' Personality Types and Their Students' Cognitive Styles. The students' personality types correlate significantly with their cognitive styles at .05 level. This means that there is a strong correlation between the students' personality types and their cognitive styles. By the result, the most of the students who are extrovert dominant have field-independent cognitive style, and those who are introvert dominant have field-dependent co00gnitive style. In addition, there is a strong correlation between the students' personality types and their cognitive styles. Thus, the hypothesis of this study is accepted.
European Online Journal of Natural and Social Sciences, 2016
This study took ELTIS ( English language teaching institute of symbiosis in India) as a case study, and aimed at exploring the effects of conscientiousness personality trait and its comprising facets including competence, order, dutifulness, achievement striving, self-discipline and deliberation on the usage of learning strategies. The study involved 300 subjects studying English in different courses of ELTIS in 2011-2012. Two questionnaires of NEO.PI.R, a personality factor test (McCrae and Costa 2005), and SILL, a Strategy Inventory for Language learning (Oxford 1990) were administered. Pearson product moment correlation and t. test were used to analyze the data. The reliability of SILL was.92 and NEO PI.R was .86. The results showed that there were significant relationships between conscientiousness and memory strategies (p=.000), cognitive strategies (p=.039), Meta cognitive strategies (p=.000), and affective strategies (p=.018). Order as a facet of conscientiousness was in a ...