Impact of Extroversion and Introversion on Language-Learning Behaviors

2013 ◽  
Vol 41 (5) ◽  
pp. 819-825 ◽  
Author(s):  
M. Naci Kayaoğlu
Keyword(s):  
Language Learning ◽  
Personality Traits ◽  
Learning Strategies ◽  
Second Language Learning ◽  
Cognitive Strategies ◽  
Personality Factors ◽  
Eysenck Personality Questionnaire ◽  
Personality Questionnaire ◽  
Language Learning Strategies ◽  
Communicative Strategies

Despite the fact that personality factors and learning strategies are of great importance in success with language learning, the link between extroversion and introversion and language-learning strategies has received little attention from researchers. Therefore, I investigated whether or not there is any correlation between these personality traits and language-learning strategies. Participants in the study were 106 extroverted and 94 introverted students. The Eysenck Personality Questionnaire (EPQ) and the Strategy Inventory for Second Language Learning (SILL) were employed. The findings indicated that, with the exception of communicative strategies, introverted learners used a greater range of metacognitive and cognitive strategies than did extroverted learners.

Working memory capacity and strategy use in second language learning

2018 ◽  
Vol 169 (2) ◽  
pp. 262-292
Author(s):  
Rahim Najjari ◽  
Mohammad Mohammadi
Keyword(s):  
Working Memory ◽  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Second Language Learning ◽  
Working Memory Capacity ◽  
Cognitive Strategies ◽  
Memory Capacity ◽  
Strategy Use ◽  
Language Learning Strategies

Abstract This study investigated the relationship between working memory capacity (WMC) and second language learning strategies. To this end, 151 participants took three working memory tasks: one simple span task and two complex span tasks. They then completed the Strategy Inventory for Language Learning (SILL). Finally, they were put into three groups of individuals with high, mid, and low WMC. The results of descriptive and inferential statistics (one-way ANOVA tests) revealed that individuals with high WMC reportedly used compensatory and cognitive strategies more than the other two groups. Then, two-way factorial designs of WMC with the variables of age, sex, and language proficiency were conducted on reported frequency of compensatory and cognitive strategy use. The findings demonstrated that the main and interaction effects of the variables were not statistically significant except for WMC. This study has implications for language learning strategies and working memory studies in second language learning settings.

scholarly journals The Relationship between Personality Traits of Dayakese Students and Their Strategies in Learning Arabic as a Foreign Language

DINAMIKA ILMU ◽  
2018 ◽  
Vol 18 (2) ◽  
pp. 237-258
Author(s):  
Nurul Wahdah ◽  
Moh. Ainin ◽  
M. Abdul Hamid
Keyword(s):  
Language Learning ◽  
Personality Traits ◽  
Learning Strategies ◽  
Cognitive Strategies ◽  
Arabic Language ◽  
Metacognitive Strategies ◽  
Openness To Experience ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
The Relationship

This study aims at finding out the relationship between personality traits and Arabic Language Learning Strategies (LLS) for the Dayakese learners of Islamic Senior High School Tumbang Samba, Central Kalimantan, Indonesia.  Eighty one students   were asked to participate in this study. The instruments used were the Big Five Personality Inventory (BFI) proposed by John (1990) and   the Strategy Inventory for Language Learning (SILL) proposed by Oxford (1990). In analysing data, arithmetic mean, standard deviation and correlation coefficient of Pearson were used. The findings can be explained as follows. 1) The agreeableness and conscientiousness traits of Dayakese learners were at moderate levels, and the extroversion, neuroticism and   openness to experience traits of them were at high levels. The most preferred personality trait was openness to experience. 2) The language learning strategies used by students on the six strategies were at different levels. The cognitive, compensation, affective and social strategies were at low levels. The memory and metacognitive strategies were at moderate levels. The most popularly strategy used was metacognitive strategies and the least strategy used was cognitive strategies. 3)  Although there is not a statistically significant correlation between Dayakese learners ‘personality and Arabic language learning strategies generally, the significant correlations were found between neuroticism trait and memory, metacognitive, and social strategies; and between openness to experience trait and cognitive, compensation, metacognitive, affective and social strategies specifically.

scholarly journals The Relationship between Language Learning Strategies and Lexical Complexity Measures

2021 ◽  
pp. 37-52
Author(s):  
Ervin Kovacevic
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Cognitive Strategies ◽  
English For Academic Purposes ◽  
Language Learning Strategies ◽  
Complexity Measures ◽  
Lexical Complexity ◽  
The Relationship

This study examines the hypothesis that language learning strategies (LLS) partly account for the level of L2 proficiency (i.e. the level of L2 lexical complexity produced in the written output of English language learners). To test the hypothesis, 152 English-proficient freshman students of Bosnian L1 linguistic background were surveyed utilizing the Strategy Inventory for Language Learning (SILL) designed by Rebecca Oxford (1990). Their lexical output was collected through short essays that were written during formal exams held in English for Academic Purposes undergraduate courses at the International University of Sarajevo. The written samples were converted to an electronic format and analyzed with the Web-based Lexical Complexity Analyzer (Lu, 2012; Ai & Lu, 2010). Relationships between six SILL subscales and twenty-five lexical complexity (LC) measures were assessed through applying the principles of correlational design. The results confirmed the hypothesis. Statistically significant correlations were found between memory strategies and three LC measures, cognitive strategies and twenty LC measures, compensation strategies and nine LC measures, and affective strategies and three LC measures. It is concluded that the relationship between LLS and LC levels is mostly conditioned by LLS types.

scholarly journals The Influence of the Economic Students’ Motivations and Language Learning Strategies towards Their English Achievement in STIE Muhammadiyah Palopo

2018 ◽  
Vol 5 (1) ◽  
pp. 110-121 ◽  
Author(s):  
Muhammad Iksan ◽  
Dirham Dirham
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Cognitive Strategies ◽  
First Year ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
First Year Students ◽  
Study Programs ◽  
High Motivation ◽  
English Competence

The aims of this research were: (1) to investigate the students’ motivations, (2) to investigate the language learning strategies (LLSs) that are used by the students, (3) to investigate the level of students’ LLSs usage, and (4) to investigate the influence of the students’ motivations and the level of students’ LLSs usage towards their English competence. This research gave descriptions about the students’ motivations, LLSs that are used by the students, and the level of students’ LLSs usage. The sample of this research was 111 students that were taken from three classes of the first year students from three study programs, i.e. Ilmu Ekonomi, Manajemen, and Akuntansi. This research revealed that the students were categorized into high motivated to learn English where 70 students (63%) had high motivation, 25 students (23%) had very high motivation, 13 students (12%) had medium motivation, and 3 students (3%) had low motivation. This research also found that the students were dominantly used metacognitive strategies (44%), followed by compensation strategies (18%), affective strategies (14%), social strategies (10%), cognitive strategies (8%), and the least used strategies were memory strategies (6%). For the level of the students’ language learning strategies usage, the researcher found that the students level were categorized into medium, where 78 students (70%) mediumly used the LLSs, 30 students (27%) highly used the LLSs, 2 students (2%) lowly used the LLSs, and 1 student (1%) very highly used the LLSs.

Assessment of Language Learning Strategies in Technology-Enhanced Learning Environment

2020 ◽  
pp. 83-99
Author(s):  
Wagdi Rashad Ali Bin-Hady ◽  
Abdu Al-kadi ◽  
Ali Abbas Falah Alzubi ◽  
Hassan Saleh Mahdi
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Cognitive Strategies ◽  
Technology Enhanced Learning ◽  
Language Learning Strategies ◽  
Efl Learners ◽  
Significant Difference ◽  
And Gender

This chapter reports on the Yemeni and Saudi EFL learners' use of language learning strategies (LLSs) in technology-mediated language learning contexts. The study examines whether nationality and gender play a significant role in using LLSs on electronic platforms. The study adopted a correlative design in which 100 Yemeni and Saudi university students were recruited to respond to an online close-ended questionnaire. Drawing on Oxford's classification of learning strategies, the findings of this study showed that metacognitive and cognitive strategies were used more frequently compared to the other LLSs. Moreover, the findings of t-test showed a significant difference in the use of LLSs attributed to nationality in favor of the Saudi learners and no significant difference in the choice of LLSs attributed to gender. The study provided some suggestions for EFL learners to benefit from technology in their English language learning.

A Case Study of English Language Learning Strategies for University Students of Engineering Design Specialty

2013 ◽  
Vol 477-478 ◽  
pp. 1541-1544
Author(s):  
Yong Hong Sun ◽  
Xiao Wei Jiang ◽  
Ling Zheng ◽  
Xiang Dong Xu
Keyword(s):  
University Students ◽  
Language Learning ◽  
Engineering Design ◽  
Learning Strategies ◽  
Quantitative Research ◽  
English Language ◽  
Cognitive Strategies ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
Quantitative Research Methods

This research aims at investigating language learning strategies of students of English as a foreign language in China. Using the questionnaire SILL as an instrument, qualitative and quantitative research methods are used. 33 valid questionnaires of university students of Engineering Design Specialty have been collected. The data have been analyzed using SPSS Version 20. The results show that the university students of Engineering Design Specialty sometimes use the English learning strategies at medium level. They sometimes use Compensation strategies, Cognitive strategies, Metacognitive strategies, Affective strategies and Social strategies, and they generally do not use Memory strategies.

scholarly journals Interlinking Personality and Language Learning Strategies

2019 ◽  
Vol 10 (1) ◽  
pp. 209
Author(s):  
Juanito P. Tandoc
Keyword(s):  
Language Learning ◽  
Personality Traits ◽  
Learning Strategies ◽  
Social Memory ◽  
Language Learning Strategies ◽  
The Subject ◽  
Highly Correlated ◽  
English Students ◽  
With Memory

The role of personality to language learning has been the subject of research studies in the last years. In line with this, this study aims to determine the predominant personality traits, preferred language learning strategies of AB English and BSE English students, and the correlation between their predominant personality traits and preferred language learning strategies. Using the concurrent triangulation design, results revealed that the learners’ major traits are communicativeness, independence, originality, and conscientiousness traits. They also preferred metacognitive, social, memory and cognitive language learning strategies. It was also revealed that communicativeness is highly correlated with metacognitive, social, and cognitive language learning strategies; independence with memory and cognitive; originality with metacognitive, social and cognitive; and conscientiousness with metacognitive language learning strategies.

scholarly journals Understanding Cognitive Language Learning Strategies

2017 ◽  
Vol 6 (2) ◽  
pp. 114 ◽  
Author(s):  
Sergio Di Carlo
Keyword(s):  
Information Processing ◽  
Language Learning ◽  
Learning Strategies ◽  
Cognitive Neuroscience ◽  
Cognitive Strategies ◽  
Functional Model ◽  
Three Dimensions ◽  
Language Learning Strategies ◽  
Core Element ◽  
Storage And Retrieval

Over time, definitions and taxonomies of language learning strategies have been critically examined. This article defines and classifies cognitive language learning strategies on a more grounded basis. Language learning is a macro-process for which the general hypotheses of information processing are valid. Cognitive strategies are represented by the pillars underlying the encoding, storage and retrieval of information. In order to understand the processes taking place on these three dimensions, a functional model was elaborated from multiple theoretical contributions and previous models: the Smart Processing Model. This model operates with linguistic inputs as well as with any other kind of information. It helps to illustrate the stages, relations, modules and processes that occur during the flow of information. This theoretical advance is a core element to classify cognitive strategies. Contributions from cognitive neuroscience have also been considered to establish the proposed classification which consists of five categories. Each of these categories has a different predominant function: classification, preparation, association, elaboration and transfer-practice. This better founded taxonomy opens the doors to potential studies that would allow a better understanding of the interdisciplinary complexity of language learning. Pedagogical and methodological implications are also discussed.Keywords: cognitive processes, cognitive neuroscience, information processing, second and foreign language acquisition, Smart Processing Model

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