Personality Type, Perceptual Style Preferences, and Strategies for Learning English as a Foreign Language

2012 ◽  
Vol 40 (9) ◽  
pp. 1501-1510 ◽  
Author(s):  
Mei-Ling Chen ◽  
Li-Mei Hung
Keyword(s):  
High School Students ◽  
Foreign Language ◽  
Language Learning ◽  
Perceptual Learning ◽  
Learning Strategies ◽  
Learning Style ◽  
Personality Type ◽  
Learning Preferences ◽  
School Students ◽  
Significant Relationships

We investigated the influence that personality type has on perceptual learning style preference and language learning strategies. Participants were 364 senior high school students in Taiwan who were studying English as a foreign language. The instruments used to collect data were the Myers-Briggs Type Indicator (Myers & McCaulley, 1985), the Perceptual Learning Preferences Survey (adapted from Kinsella's 1995 survey), and the Strategy Inventory for Language Learning (Oxford, 1990). Results showed significant relationships between language learning strategy and the introverted/extroverted personality type. Significant relationships were also found between the sensing/intuitive personality type and memory, compensation, social, and metacognitive strategies.

scholarly journals Exploring the Relationship Between Language Learning Strategies, Academic Achievement, Grade Level, and Gender

2021 ◽  
Vol 7 (2) ◽  
pp. 93-106
Author(s):  
Senad Bećirović ◽  
Amna Brdarević-Čeljo ◽  
Edda Polz
Keyword(s):  
High School Students ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Grade Level ◽  
Cognitive Strategies ◽  
Foreign Language Learning ◽  
School Students ◽  
Grade Point ◽  
And Gender

Learning efficacy can be substantially improved through the frequent use of learning strategies, whose practicality has been confirmed through extensive research. Thus, the purpose of the current study is to contribute to this wealth of research by determining whether learning strategies are significant predictors of students’ achievement in learning English as a foreign language (EFL) as well as by exploring strategy awareness and variations in strategy use by gender, grade level, and overall grade point average (GPA) among 206 high school students. The results indicated that cognitive strategies are significant positive predictors, while memory and affective strategies are significant negative predictors of students’ achievement in foreign language learning. Moreover, the findings revealed a significant impact of overall GPA and an insignificant impact of gender and grade level on the use of strategy subtypes, with the most frequently used strategies being metacognitive and the least frequently used being affective strategies. Furthermore, this research highlights the importance of incorporating strategies-based instruction methods into foreign language curriculums in the Bosnian context and also aims to raise teachers’ awareness of the importance of their application in the classroom milieu.

scholarly journals The use of immersive 360° videos for foreign language learning: a study on usage and efficacy among high-school students

2021 ◽  
pp. 1-16
Author(s):  
Claudia Repetto ◽  
Anna Flavia Di Natale ◽  
Daniela Villani ◽  
Stefano Triberti ◽  
Serena Germagnoli ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
School Students

scholarly journals Social Psychological Theories and Sustainable Second Language Learning: A Model Comparison Approach

2018 ◽  
Vol 11 (1) ◽  
pp. 16
Author(s):  
Kyung Kim ◽  
Tae-Il Pae
Keyword(s):  
High School ◽  
Second Language ◽  
High School Students ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Equation Modeling ◽  
Social Psychological ◽  
School Students ◽  
South Korean

The purposes of the present study are two-fold: (1) To examine whether social psychological variables, such as attitude and subjective norm, can predict South Korean English as a foreign language high school students’ intention to learn English, and (2) to identify the best social psychological model for sustainable second language learning in the context of South Korean English as a foreign language (EFL) learning. A total of 614 South Korean high school learners of English participated in the present study. Data collected from a survey questionnaire were analyzed using a structural equation modeling procedure. Results of the present study indicate that South Korean high school students’ attitudes toward learning English and subjective norms made a significant and independent contribution to the variance in their intention to study English. Among the three competing social psychological models examined in the current study, the theory of Planned Behavior and an expanded model of Gardner’s Socio-educational Model proved to be the most effective in terms of the strength of path coefficients and explanatory power. Theoretical and pedagogical implications are provided.

The Impact of Foreign Language Learning Style on Strategies Preferences in Art Colleges

2014 ◽  
Vol 971-973 ◽  
pp. 2677-2680
Author(s):  
Di Jiao
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Style ◽  
Foreign Language Learning ◽  
English Learning ◽  
Factors Affecting ◽  
The Impact ◽  
The Relationship

Factors affecting students’ English learning performances are always debated among language researchers. This research is carried out in art colleges to figure out the students’ preferences in learning styles and learning strategies as well as the relationship between them. Questionnaires have been applied and data have been dealt with by SPSS. This research has shown that students in the art college tend to be visual and individual learners, and thus they prefer to adopt metacognitive, memory and affective strategies.

scholarly journals An Investigating Students’ Perception on Asynchronous Online Language Learning during COVID-19 Pandemic: An Exploratory Study

2021 ◽  
Vol 8 (2) ◽  
pp. 291-302
Author(s):  
Zakie Mahri Prasojo ◽  
Mansyur Srisudarso
Keyword(s):  
Online Learning ◽  
High School Students ◽  
Language Learning ◽  
Learning Strategies ◽  
Exploratory Research ◽  
Vocational High School ◽  
School Students ◽  
Asynchronous Online Learning ◽  
The Subject ◽  
Rich Data

The aims of this study are to investigate the perceptions of two vocational high school students majoring Animation and Accounting about asynchronous online learning during pandemic and how they overcome the challenges faced. This study used qualitative exploratory research design by conducting observation, interview and documentation to get rich data of the subject under focus. Moreover, the researcher used thematic analysis to analyse the data collected by following six steps proposed by Braun et al. (2019). The findings showed that asynchronous online learning strategies seemed to not fit the participants. The students more preferred learning that is conducted synchronously which for some students is perceived as a burden as they have to deal with the problem of internet data. Other findings also indicated that students who still had problem with material given were likely to have discussion with other students as an effort to overcome one of the challenges faced.

scholarly journals Analyzing Foreign Language Test Anxiety among High School Students in an EFL Context (Note 1)

2016 ◽  
Vol 5 (4) ◽  
pp. 190
Author(s):  
Esim Gursoy ◽  
Tuba Arman
Keyword(s):  
High School Students ◽  
Foreign Language ◽  
Language Learning ◽  
Test Anxiety ◽  
Test Validity ◽  
Foreign Language Learning ◽  
Teaching Methodology ◽  
Structured Interviews ◽  
School Students ◽  
Affective Factors

<p>With the increasing need to learn languages as a result of globalization there is a great demand on the part of the learners to communicate in a second/foreign language, which is also supported downwards by the governments and upwards by the parents. Among the many aspects of foreign language learning, affective factors are researched a lot as they are dependent on contexts, individual differences, cultural background, teaching methodology etc., which cause a variation in the results. The current research focuses on test anxiety as one of the major affective factors. Thus it aims to identify the level of test anxiety and its relationship with gender, grade level, and academic achievement. Moreover, the causes of test anxiety were investigated according to students’ own perceptions. A test anxiety scale and semi-structured interviews were conducted to gather the qualitative and quantitative data. The overall results showed that the participants had a moderate level of test anxiety. Females were found to be more anxious than males only in some aspects; low achievement scores provoked test anxiety with regard to a few items, and 9<sup>th</sup> graders were found to be more anxious than the 10<sup>th</sup> graders. According to participants’ own perceptions, test validity, time limit, teacher attitudes, test techniques, proctors, length of the test, testing environment and clarity of test instructions were the causes of test anxiety.</p>

scholarly journals Language learning strategies and extraversion/introversion in the EFL context

2021 ◽  
Vol 51 (1) ◽  
pp. 321-337
Author(s):  
Biljana Radić-Bojanić
Keyword(s):  
High School ◽  
High School Students ◽  
Language Learning ◽  
Learning Strategies ◽  
Foreign Language Learning ◽  
Personality Types ◽  
Second Grade ◽  
Language Learning Strategies ◽  
School Students ◽  
Novi Sad

Due to the fact that extraverted and introverted personalities behave and react rather differently, especially in the context of foreign language learning, teachers and learners often believe that these two personality types have different learning habits and require different learning environments. This is often reflected in different choices of language learning strategies that these two personality types make, which has already been proven in several research studies. However, these studies did not investigate the selection of language learning strategies in connection to extraversion/introversion among high school students, so this paper aims to determine any possible links for this age group. In order to do that the research relies on the EPQR-S to determine the students' personality type and Strategy Inventory for Language Learning to determine the participants' strategy preference. The participants who took part in this research were sixty first- and second-grade students aged 15 to 17 from a medical high school in Novi Sad. The results from this research were analyzed quantitatively and, based on the results, it can be concluded that there are differences in strategy selection. Extraverts use compensation strategies most frequently, while affective strategies are reported to be the least frequently used. Introverts, on the other hand, report the highest use for metacognitive strategies and the lowest for affective strategies, similar to extraverts.

Sign in / Sign up

Export Citation Format

Share Document