This research aims to identify the relationship between personality, extroversion-introversion and second language learning behaviors of students. The research project found that there is a correlation between personality and second language learning behaviors.
- Background of the Study
- Problem Statement
- Research Question(s)
- Research Objective(s)
- Significance of the Study
- Scope of the Study
Although CEFR and Language Learning Strategies (LLSs) are educational frameworks that encourage student-centered learning, LLSs are not known by educators in Malaysia (Adan & Hashim, 2021). To obtain a better understanding of the relationship between extroversion-introversion and learners' second language learning behaviour.
- Personality
- Extroversion and Introversion
- Second Language Learning
- Language Learning Behaviours
- Memory Strategies
- Cognitive Strategies
- Metacognitive Strategies
- Affective Strategies
- Social Strategies
- Personality and Personal Language Learning Behaviours
For example, in the language learning process, extroverted people tend to ask others for feedback when they face learning difficulties. The second condition, generalization, is the knowledge of another language that the students already have. In addition to acquiring a second language, learning a second language is also necessary for L2 learners to acquire a new language.
A study on the importance of the right environment for learners to learn English as a second language was conducted by Hashim and Md Yunus (2018). The word “strategy” comes from the ancient Greek vocabulary word strategia, meaning “the ways or methods used to win a battle.” The readiness of the learner to participate in the learning process is influenced by part of the monitoring.
Indirect language learning strategies and direct strategies support each other by helping the student manage the learning process. According to one of the research projects that was conducted by Kayaoğlu (2013a), among the six strategies, introverts used more learning strategies compared to extroverted students. Conscientiousness was found to be significantly correlated with all language learning strategies except metacognitive and social strategies.
Neuroticism was negatively associated with all language learning strategies except the affective learning strategy. Aside from compensation and affective learning strategies, Openness to Experience was not associated with language learning strategies.
- Setting and Participants
- Instruments
- Eysenck Personality Questionnaire (EPQ)
- Strategy Inventory for Language Learning (SILL)
- Procedure
- Data Analysis
- Conclusion
For the study, an Eysenck Personality Questionnaire (EPQ) of the extroversion scale developed by Eysenck, Eysenck and Barrett (Aziz, 2010) will be used. This questionnaire consists of 23 yes-or-no questions and the 5-point Likert scale will be used to measure and analyze the personality traits of the students. Once a Google Form is set up, the questionnaire will be distributed to the target respondents from Week 1 to Week 7 of the semester.
The distribution of the questionnaire will be administered for at least one month to ensure that the researcher has enough time to collect sufficient data for analysis. Microsoft Excel will be used as a tool to identify the respondents' personalities and the language learning strategies they use. The respondents' total score will be summed and divided by 23, as there are 23 questions in the Eysenck Personality Questionnaire (EPQ).
The level of introversion and extroversion will be analyzed based on the results of the respondents. This chapter discusses the settings, participants, and instruments that will be used in this research project. In addition, they also agreed on the procedures that will be implemented to fulfill the research objectives.
General Information of Respondents
There were two (2.6%) respondents each from the Faculty of Medicine and Health Science (FGMW), Faculty of Information and Communication Technology (FICT) and LKC FES. From the analysis, most of the participants believed that personality can influence language learning behavior. Some of the participants assumed that learning behavior could be related to personal memory skills or systems.
One of the respondents expressed his point of view by saying that introverts are most likely to use simpler vocabulary when communicating with others to avoid making mistakes and embarrassment while using complex vocabulary. The majority of participants also recognized that extroverts may be more engaged in activities or speaking with others in their language. One of the respondents expressed that extroverts may be able to learn in groups, but introverts may prefer to learn alone.
Another respondent mentioned that introverts will be more passive, so their learning methods will be more reserved. Yes, an extrovert tends to be more outgoing when learning English and will practice it by interacting more with people, such as having video call sessions with native speakers or chatting with them on social media platforms. An introvert will be more passive and their learning will be more reserved, such as by reading different books to increase their vocabulary or watching English movies to improve listening skills, basically their learning process is more passive.
Second Language Strategies Preferred by Both Personalities
Compensatory strategies were used frequently, as seen in Table 3.1 (see Chapter 3), which suggests that second language teachers typically used compensatory strategies. Although respondents used the methods with a medium frequency, affective strategies were nevertheless the least frequently used, suggesting that students may occasionally use them. This study revealed that students often use this approach when learning English as a second language.
The finding received an average value of 3.96 and was classified as one of the cognitive strategies. Below was an item with a mean value of 3.94667, which was item 31 from the metacognitive strategies, "I notice my mistakes in English and use that information to help me do better." Based on Table 4.5, the most used strategies in learning English by introverted students were compensation strategies (m = 3.5465) and cognitive strategies (m = 3.3970).
This means that introverted learners can implement techniques in their learning processes, such as using gestures, when they have difficulty remembering words in an English-speaking conversation. According to the result in Table 4.6, extraverted respondents used social strategies the most when acquiring English as a second language (m = 3.7284). Although extroverted learners sometimes use memory strategies in the process of learning English, such as "I think of the relationships between what I already know and the new things I learn in English," memory strategies were the least used strategies.
Correlation Between Personality and Second Language Behaviours
The result revealed that extroverts prefer to learn their target language when conversing with English speakers. There was no statistically significant relationship between personality and memory strategies (p = 0.154), as shown in Table 4.8. However, the value of the Pearson correlation coefficient showed that there was a positive correlation (r = 0.172) between personality and memory strategies, but there was not enough evidence to show that the relationship existed in the population.
Results did not show a statistically significant relationship between extroversion-introversion strategies and compensation ( p =.665), although they did show a small positive correlation ( r =.053) based on the Pearson Correlation Coefficient. The result showed that the use of metacognitive strategies can be influenced by the students' personality. A positive and statistically significant correlation (r =.382, p =.001) was shown between personality and affective strategies based on Table 4.12.
Based on the results, therefore, the personality of English learners acts as a factor when it comes to learning behavior.
Discussion
- Correlation Between Personality and Second Language Learning Behaviours
- Preferable Second Language Learning Behaviours According To Personality
Of the six LLSs, there were two strategies that did not show a significant relationship with extroversion-introversion, which were memory strategies (p =.154, r =.172) and compensation strategies (p =.665, r = .053). Research question: Which second language learning behaviors are preferred by extroverted and introverted learners, respectively, towards learning English. Research Objective: To understand the preferred second language learning behaviors of extroverted and introverted learners.
The results revealed that the most used second language learning strategy by the respondents was compensation strategies (M = 3.5845, SD = 0.55554). However, Ayaz (2017) obtained a distinct result, where the most used strategies were metacognitive and social strategies. Monika's (2018) findings showed the same result that introverts tended to use these three strategies to learn English.
Consistent with the results obtained by Monika (2018), this research found that extroverts tended to adopt social strategies in acquiring English as a second language. Extroverts as learners who prefer to learn from social situations are predictable in using social strategies in second language learning. This research breaks down the preconceptions and prejudices that extroverts may not regularly use psychological and systematic strategies in language learning.
Conclusion
In fact, from the findings of this study, extroverted learners used more cognitive and metacognitive strategies, which require learners to act mentally and pay attention to the patterns of knowledge. Moreover, from the findings, the researcher found a significant insight where extroverted learners use more language learning strategies compared to introverts.
Limitations of the Study
Implications
Recommendations for Future Study
Researchers can use qualitative methods such as conducting classroom observations and interviews to gain more insights and deep ideas about learners' personality and language learning behavior. Language learning strategies used by a group of Saudi Arabian EFL learners [PhD Doctorate, School of Education and Professional Studies]. The impact of extroversion and introversion on language learning in an input-based ESL environment [Degree thesis, University of Kansas].
Language beliefs of poor and good learners and their influence on language learning strategy use. The relationship between introversion/extroversion, language learning strategies and success in English as a foreign language [Master Thesis, J.J. Assessing the use of English language learning strategies among secondary school students in Malaysia.
I am currently researching the topic 'The Influences of Extroversion and Introversion on Language Learning Behaviors of ESL Learners' for my Final Year Project (FYP). The purpose of this research study is to obtain a better understanding of the relationship between extroversion-introversion and second language learning behavior among students of Universiti Tunku Abdul Rahman (UTAR). This research project also intends to find out the preferred second language learning behavior of extroverted and introverted learners.
Do you think personality can influence language learning behavior (for example: . remember new English vocabulary with rhymes). This form of the Strategy Statement for Language Learning (SILL) is for students of English as a second or foreign language.
