Unlocking the secrets of extroverted learners: a mixed-methods dive into English language learning strategies and preferences

Abstract

The primary objective of this investigation is to attain a profound understanding of the favored English language acquisition strategies of self-identified extroverted learners in Vietnam. Employing a mixed-methods paradigm, the study used both survey questionnaires and qualitative interviews to gather data. The research participants, majoring in English, were instructed to self-determine their extroversion inclination based on the Myers–Briggs Type Indicator (MBTI). The sample encompassed 17 self-proclaimed extroverted students, with a deliberately selected subset partaking in the qualitative interview segment. Quantitative data were analyzed using descriptive statistics to understand extroverted students’ preferences for different strategies. The qualitative data were further analyzed through thematic analysis, providing comprehensive perspectives on the students’ experiences and proclivities. Findings revealed that extroverted students favored cognitive, compensatory and metacognitive approaches. The implications of this research bear significant importance for language education, particularly in regions where English proficiency is paramount for economic competitiveness and scholarly achievement. By discerning the preferred learning strategies of extroverted students, teachers can devise captivating lessons, administer targeted feedback and advocate efficacious techniques that nurture self-awareness, growth and evolution. This may culminate in a more personalized and effective language learning experience, intensifying motivation and success in language acquisition. The study contributes to the overarching knowledge and apprehension of language learning, offering valuable insights for future research in the discipline.

Keywords:

• Extroverted learners
• mixed-methods design
• English language learning strategies
• preferences

REVIEWING EDITOR:

• Lincoln Geraghty, School of Media and Performing Arts, University of Portsmouth, Portsmouth, United Kingdom

SUBJECTS:

• Educational Research; Bilingualism / ESL; Cultural Studies; Language & Linguistics; Language Teaching & Learning

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Le Thanh Thao

Le Thanh Thao is a lecturer at Can Tho University, specializing in language skills courses. He also serves as an editor for Jurnal Komunikasi Pendidikan, an international journal managed by Universitas Veteran Bangun Nusantara. LE’s research interests include TESOL, educational policies, and classroombased studies.

Pham Trut Thuy

Pham Trut Thuy is a lecturer at Nam Can Tho University, where she primarily teaches courses on language skills, and interpretation. She is currently preparing for her Ph.D. studies, focusing on reflective teaching and teacher professional development.

Thieu Thi Hai Yen

Thieu Thi Hai Yen is a recent graduate of Can Tho University, with research interests involving personal traits and emotional intelligence.

Nguyen Anh Thi

Nguyen Anh Thi is currently a lecturer of English at Can Tho University, Vietnam. His main research interests involve pre/in-service teacher training, teacher education and language teaching methodology, particularly in the field of Task-based Language Teaching (TBLT).

Phuong Hoang Yen

Phuong Hoang Yen is currently an associate professor at the School of Foreign Languages, Can Tho University, Vietnam. She carries studies on language teaching approaches, students’ learning autonomy, self-regulated learning strategies and teachers’ professional development. She is the editor of one Scopus-indexed book on alternative assessment in language teaching.

Huynh Thi Anh Thu

Huynh Thi Anh Thu an English lecturer, holds a Master’s degree in TESOL from Can Tho University, Vietnam. With considerable experience teaching English to university students, she is dedicated to enhancing their language proficiency and fostering critical thinking skills.

Nguyen Huong Tra

Nguyen Huong Tra a French lecturer at Can Tho University, specializes in French as a Foreign Language Didactics. She holds a Master’s from the University of Rouen, France, and a Doctorate from the Free University of Brussels, Belgium. Her research interests include French language didactics, action research, and linguistics research.