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

Introduction

The escalating prominence of English as an international lingua franca in spheres such as commerce, science and technology within Vietnam necessitates individuals’ exceptional communicative capabilities in the language (Vu & Peters, 2021). Catering to the demands of multinational corporations and foreign investors requires sophisticated English proficiency (Yeheskel & Rawal, 2019), while academics must adeptly engage in knowledge exchange with global peers. Consequently, the intensified emphasis on English proficiency mandates superior pedagogical approaches to maintain economic competitiveness (Thao & Mai, 2020). Discerning students’ favored learning strategies is crucial for efficacious language instruction and addressing diverse needs. This empowers educators to customize instruction, enhancing language acquisition (Lestari & Wahyudin, 2020) by creating engaging lessons, providing targeted feedback and promoting effective methodologies (Nisbet & Shucksmith, 2017). This cultivates self-awareness, expansion and development, particularly for extroverted students who likely exhibit unique learning styles. Despite the understanding of extroversion’s influence on learning, a gap exists in specific research targeting extroverted language learners, particularly in the context of Vietnam’s socioeconomic landscape (Harman et al., 2009; Nguyen et al., 2016). This study aims to fill this void by offering insights into the unique learning needs and strategies of extroverted individuals. Since extroverted people tend to learn and interact differently, focusing on them can provide special insights into how they acquire English (Boroujeni et al., 2015; Kayaoğlu, 2013; Petric, 2022; Shehni & Khezrab, 2020). This knowledge can help in creating teaching methods that work best for extroverted learners. As part of a broader project, this study on extroverts complements other research that is looking at different aspects of learning (introverted and ambiverted language learners), giving a more complete picture of how various people learn English in the context of Vietnam’s growing needs (Thao & Mai, 2020). As a result, this study addresses the following research question: ‘What Englsih language learning strategies do extroverted students in Vietnam prefer?’

Investigating self-perceived extroverted language learners is essential, as extroversion can significantly influence individuals’ approach and engagement in language learning. Extroverted individuals may possess divergent motivations, attitudes and learning predilections (Boroujeni et al., 2015; Petric; 2022; Kayaoğlu, 2013; Shehni & Khezrab, 2020). Research in this domain can yield insights into optimal teaching strategies, learning environments and materials that cater to extroverted language learners. This information can be harnessed by educators and language institutions to design and implement more personalized and efficacious language learning programs. Moreover, understanding the perspectives and experiences of extroverted language learners can contribute to enhancing our comprehensive knowledge and comprehension of language learning and inform future research in this area.

Literature review

Types of personality

The study of personality types and their impact on language learning has been a prominent area of exploration in educational research. Several models and classifications exist that help to understand how different personality traits might influence an individual’s approach to learning.

Openness to experience

Learners who score high on this trait are often curious, imaginative and willing to embrace new experiences (McCrae & Costa, 1987). This can translate into a more experimental and exploratory approach to language learning, where trying new methods and embracing challenges becomes an essential part of the process.

Conscientiousness

This personality trait is associated with diligence, organization and a strong sense of responsibility (Barrick & Mount, 1991). Individuals high in conscientiousness might be more methodical in their language learning approach, valuing structure, rules and systematic practice.

Agreeableness

Agreeable individuals often value cooperation, empathy and interpersonal harmony (Graziano & Eisenberg, 1997). In the context of language learning, these traits might foster a more cooperative learning environment, encouraging group activities and collaboration.

Emotional stability

Emotional stability relates to an individual’s ability to maintain emotional equilibrium and deal with stress (Judge & Bono, 2001). People who score high on this trait might be more resilient in facing the challenges of language learning, maintaining motivation and focus even in the face of difficulties.

Extroversion vs. introversion

Extroverted individuals often display a preference for social interaction and active learning (Eysenck, 1975). They tend to learn through engagement, collaboration and discussion. Introverted learners, on the other hand, might prefer solitary, reflective and independent study (Stewart, 2019). Understanding these contrasting traits is vital in developing teaching strategies that can cater to both types of learners, accommodating their unique needs and preferences.

Observably, the various types of personality play significant roles in shaping individuals’ attitudes, motivations and strategies towards language learning. By understanding and classifying these personality traits, teachers can devise more targeted and personalized approaches that cater to the unique needs of each learner. The specific focus on extroverted learners in this part of the broader project contributes to the nuanced exploration of one of these essential classifications, enabling a more tailored understanding of how extroversion affects language learning in the context of Vietnam’s growing needs.

Characteristics of extroverts

In the realm of English language acquisition, recent studies have emphasized the unique characteristics that extroverted language learners often exhibit. Several scholars have provided extensive analyses, highlighting several distinct traits of an extrovert (e.g., Boroujeni et al., 2015; Kayaoğlu, 2013; Petric, 2022; Shehni & Khezrab, 2020). Firstly, extroverted language learners are typically amiable and sociable. They relish socializing and interacting with others, frequently seeking opportunities to practice their linguistic skills with native speakers. This propensity for social engagement reflects their intrinsic desire to connect with others through language. Secondly, they often display a self-assured nature. Extroverted language learners generally exhibit confidence in their abilities and are unafraid of taking risks and committing errors. This confidence may translate into a greater willingness to partake in classroom activities and engage in conversations with others, reflecting a proactive approach to language learning. Vivaciousness is another prominent characteristic of extroverted language learners. They possess abundant energy and enthusiasm, potentially rendering them efficacious and motivated learners. Their eagerness to experiment with new concepts and derive pleasure from exploring the target language sets them apart, fostering a lively and engaging learning environment. Moreover, extroverted language learners are typically cooperative, preferring group learning and deriving satisfaction from collaborating with others. Their inclination towards teamwork means they may find value in group projects and activities that facilitate peer collaboration. This cooperative approach can create a synergistic effect, enhancing the overall learning experience. Receptiveness is another key trait of extroverted language learners. They frequently exhibit open-mindedness and a readiness to embrace new experiences. Their curiosity about other cultures and increased willingness to immerse themselves in the language and culture they are studying make them adaptable and open to diverse learning opportunities.

It is crucial to acknowledge that these characteristics are not universal and may differ among individuals. Extroversion does not necessarily manifest in the same way in every person, and certain extroverted language learners may possess distinct personalities and learning styles (Dewaele et al., 2000; Ehrman & Oxford, 1995; Petric, 2022). This complexity has been highlighted in various studies that have explored the relationship between extroversion and language learning success. Some research emphasizes the positive correlation between extroversion and successful language acquisition, linking extroverted traits such as sociability and openness with more effective learning strategies (Kayaoğlu, 2013; MacIntyre & Legatto, 2011). Conversely, other studies have pointed to potential challenges faced by extroverted learners, such as possible overreliance on social interaction and less focused attention to detail (Gregersen & Mercer, 2021). This necessitates a nuanced approach, taking into consideration these variations when designing language learning programs and activities. The complexity of human personality requires a thoughtful and individualized approach to ensure that each learner’s unique attributes are catered to in the language learning process, and these various research findings contribute valuable insights into how this can be achieved.

English learning strategies

The employment of learning strategies can be regarded as a means to expedite the acquisition and consolidation of knowledge (Nisbet & Shucksmith, 2017). These strategies encompass a wide array of techniques, including note-taking (Salame & Thompson, 2020), memorization (Oanh & Hien, 2006), self-assessment (Nisbet & Shucksmith, 2017) and procuring feedback (Leenknecht et al., 2019). Within the domain of English language education, English learning strategies refer to distinct approaches and methodologies that learners employ to attain and enhance their linguistic proficiency. These strategies encompass activities such as honing reading, writing, listening, speaking and grammatical skills (Hashim et al., 2018), in addition to metacognitive techniques like goal setting, progress monitoring and self-evaluation (Channa et al., 2014). The efficacious implementation of these English learning strategies can prove pivotal in enabling learners to bolster their communicative competence and language proficiency.

Oxford’s framework of English learning strategies

The Oxford framework for learning strategies (2003) proposes that learning strategies can be categorized into six interconnected domains. Cognitive strategies involve mental processes to understand and produce the language, such as deduction, induction, classification, summarizing and analyzing. Metacognitive strategies refer to higher-order thinking that engages planning, monitoring and evaluating one’s learning, which may include goal-setting and self-reflection. Memory-related strategies focus on how learners store and retrieve information, with techniques that may include the use of flashcards, mnemonic devices or rote memorization. Compensatory strategies help learners overcome knowledge gaps and continue communication when faced with difficulties, such as guessing meanings in context or using synonyms. Affective strategies are concerned with managing emotions, motivation and attitudes that can affect learning, which includes techniques for relaxation or coping with anxiety. Social strategies emphasize interaction with others and may include collaborative learning, asking questions and seeking clarification. Implementing this framework in the Vietnamese context has indicated a preference for memory-related strategies, such as rote memorization (Cong-Lem, 2019), while the employment of metacognitive strategies presents challenges (Nguyen & Trinh, 2011). Cultural and social factors may impact the efficacy of affective and social strategies (Nguyen et al., 2006). Nevertheless, understanding each of these domains is crucial when considering cultural, educational and teacher-centered instructional nuances in adapting the Oxford framework to the Vietnamese context (Vu, 2021). This categorization not only helps in recognizing individual preferences but also aids in tailoring teaching approaches to suit different learning needs and contexts.

Cognitive language learning strategies

The exploration of cognitive learning strategies, which pertains to mental activities engaged in the assimilation and preservation of information, has attracted considerable academic attention (Di Carlo, 2017). Among the cognitive learning strategies found to be effective in language learning are chunking, elaboration, visualization, association and repetition. These strategies have been specifically relevant to extroverted learners, who tend to engage actively and socialize more frequently (Marashi & Ranjbar, 2018). Empirical research has demonstrated a positive correlation between the application of these strategies and improved language proficiency outcomes. For example, the study conducted by Chang and Liu (2013) revealed significant progress in the language competency of Taiwanese students. For extroverted learners, these cognitive strategies might be particularly effective, as they often involve activities such as practicing and repeating, which can align with extroverted tendencies towards engagement and external interaction (Zafar et al., 2017). Consequently, understanding and employing cognitive learning strategies is essential for enhancing language proficiency and communicative aptitude, particularly for extroverted learners who might find these strategies align well with their natural inclinations. Integrating these strategies into language education may lead to more engaging and effective learning experiences for extroverted students, promoting not only their academic achievement but also their motivation and enthusiasm for learning (Tuan, 2011).

Metacognitive language learning strategies

Metacognitive learning strategies encompass advanced cognitive processes and self-regulation techniques that enable individuals to plan, monitor and evaluate the effectiveness of their learning endeavors (Leutwyler, 2009). These strategies, including self-assessment, goal setting and reflection, have been shown to result in superior language learning outcomes (Vandergrift & Tafaghodtari, 2010; Wang & Wang, 2018). For extroverted learners, these strategies may be particularly relevant, as they often seek outward interactions and can be more inclined to share their learning experiences and reflect on them in a social context (Kumar & Jagacinski, 2011). Extroverted individuals may find it motivating to set goals and discuss them openly, working in a cooperative manner, which aligns with the social and communicative nature of their personalities. The implementation of metacognitive strategies has been proven to significantly improve listening comprehension (Vandergrift & Tafaghodtari, 2010) and writing skills (Wang & Wang, 2018) among learners. These enhancements may be even more pronounced for extroverted learners, who often engage in active dialogue and debate, practicing these skills in real-life scenarios (Smith, 2013). These strategies are particularly useful in situations where setting goals and monitoring progress, such as preparing for English proficiency exams, is a priority. Extroverted learners might find the collaborative aspects of goal setting and monitoring especially appealing, reinforcing their natural tendencies to socialize and work with others (Borg & Johnston, 2013).

Memory-related language learning strategies

The employment of memory-related learning strategies, which pertain to methods used for preserving and retrieving information, can significantly enhance language learning outcomes (Bala & Bala, 2018). These strategies include techniques such as repetition, elaboration and visualization, which have been proven to augment language proficiency (Barcroft & Sommers, 2005; Chang, 2015). For extroverted learners, these memory-related strategies can be especially impactful. Extroverted individuals tend to be sociable and engage in interactive learning environments, where they can often practice repetition and elaboration through conversations and group activities (Ehrman & Oxford, 1995; McCroskey & Richmond, 1992). Visualization, on the other hand, can be encouraged through active participation in language-rich settings where learners can see and hear the language in context. Given the pivotal role vocabulary, grammar and other linguistic structures play in effective language learning and proficiency examination preparation, memory-related strategies are indispensable for achieving language proficiency and communicative competence. These techniques align well with the learning preferences of extroverted students, who often thrive in dynamic and interactive settings that facilitate active engagement with language materials (Dörnyei, 2009). For extroverted learners, the social context of learning can serve as a mnemonic aid, reinforcing the memory of linguistic structures through social interaction, conversation and collaboration (Pulido & Hambrick, 2008). The social aspect of learning for extroverted students can be leveraged to make these memory-related strategies more effective and resonant.

Compensatory language learning strategies

Compensatory learning strategies encompass techniques employed to counterbalance linguistic limitations, including circumlocution, context guessing and nonverbal communicative methods (Mutlu et al., 2019). These strategies are not merely tools for remediation; they can serve as facilitative mechanisms to enhance overall language comprehension and production (Gani et al., 2015; Izzah et al., 2021). For extroverted learners, compensatory strategies may hold particular significance. Extroverted individuals often prefer social interaction and communicative engagement in the learning process (Ehrman & Oxford, 1995). These learners are likely to be more willing to take risks in communication, even when they may not have full mastery over certain language structures or vocabulary (Dewaele & Furnham, 1999). Compensatory strategies such as circumlocution enable extroverted learners to continue communication without getting stalled by language limitations. By describing or paraphrasing a word or phrase they do not know, they can maintain the flow of conversation, thereby maximizing their practice and exposure to the language (Ehrman and Oxford, 1990). Nonverbal communicative methods, such as gestures or facial expressions, can complement extroverted learners’ natural inclination toward expressive communication. This may serve to reinforce understanding and connection in interpersonal exchanges (Swain, 2001). Context guessing, another compensatory strategy, leverages the extroverted learner’s propensity for active engagement with context and situation, drawing upon their intuitive understanding of social cues and contexts to derive meaning (Abdalla et al, 2015)

Affective language learning strategies

The utilization of affective learning strategies is not just about controlling emotions but also aligning them with the learning process. These strategies, including promoting positive self-talk, setting objectives and procuring social support, have a particular resonance with extroverted learners (Valencia Robles, 2018). Extroverted learners typically draw energy from social interaction and engagement with others (McCrae et al., 1999). Thus, affective strategies that involve social elements, such as seeking support from peers or participating in group activities, may significantly enhance the learning experience for extroverted students (Ehrman & Oxford, 1990). Positive self-talk and motivational techniques can align well with the extroverted learner’s predisposition toward optimism and action. Such strategies can facilitate a constructive mindset, enabling learners to overcome challenges and maintain motivation (Dörnyei & Csizér, 1998). Affective learning strategies also consider the emotional dimension of language learning, an area where extroverted individuals might find themselves particularly sensitive due to their openness and responsiveness to external stimuli (Eysenck, 1967). By teaching extroverted learners how to regulate emotions in response to learning successes and failures, educators can help them maintain balance and focus, enhancing overall language proficiency and communicative competence (Zakaria et al., 2019). Moreover, these strategies can mitigate common challenges faced by extroverted learners, such as anxiety in the face of public speaking or overstimulation in large group settings. Techniques that focus on calming methods, positive reinforcement and personal goal setting can provide extroverted learners with tools to manage these situations effectively (MacIntyre & Charos, 1996).

Social language learning strategies

Social learning strategies, comprising peer instruction, soliciting feedback and negotiating meaning, align naturally with the tendencies of extroverted learners. Extroverted individuals often thrive in social contexts where they can engage, interact and communicate with others (Eysenck et al., 1985). This predisposition makes social learning strategies particularly effective for these learners. The inclination of extroverted learners to actively participate in discussions and collaborative activities provides fertile ground for language acquisition (Dewaele & Furnham, 1999). Their desire to connect with others can foster a more immersive language experience, enabling them to practice and internalize linguistic nuances within authentic conversational contexts (Larsen-Freeman & Long, 2014). Furthermore, extroverted learners may be more inclined to solicit evaluative feedback from peers and instructors, demonstrating an openness to constructive criticism (Lightbown & Spada, 2013). This willingness to engage with feedback may expedite the learning process, as students are more likely to recognize and rectify mistakes or misconceptions (Mackey & Goo, 2007). The collaborative nature of social learning strategies can also cater to extroverted learners’ need for community and teamwork. Engaging in cooperative efforts with proficient speakers or fellow learners, such as group projects or peer teaching, aligns with extroverted learners’ preferences for social interaction and can foster a sense of camaraderie and shared goals (Oxford & Nyikos, 1989). Social strategies not only enhance linguistic skills but also promote cultural awareness and empathy. Extroverted learners, with their openness to new experiences, may benefit significantly from the intercultural competence fostered through engaging with native speakers and diverse cultural practices (Byram, 2020).

Related studies

The exploration of English language learning strategies has attracted significant academic interest over the past few decades. Several studies have focused on the categorization and implementation of different learning strategies, such as cognitive, metacognitive, compensatory and social strategies (Ehrman & Oxford, 1990; Chamot, 2004). Furthermore, there has been a growing emphasis on personalized learning experiences, leading to research examining the link between learning strategies and individual personality traits, including extroversion and introversion (Ehrman & Oxford, 1995).

Many studies have revealed the positive impact of utilizing personalized learning strategies on language proficiency (Macaro, 2001). Research on learning strategies in different cultural contexts, including Asian educational settings, has indicated the potential variation in learning strategy preferences based on cultural norms (Habók et al., 2021). The alignment of learning strategies with individual preferences and needs has been shown to enhance motivation, engagement and learning outcomes (Dörnyei, 2009).

Despite these substantial contributions, there remains a noticeable research gap in understanding the specific learning strategy preferences of self-identified extroverted students, especially within the Vietnamese context, where English language proficiency is pivotal for economic and academic success. Most studies have generalized learning strategies across diverse learner profiles without sufficiently addressing the potential differences in preferences and effectiveness among extroverted learners. Moreover, the interaction between personality traits and cultural influences on learning strategy selection has been relatively underexplored. Additionally, there has been limited integration of quantitative and qualitative methodologies to provide an in-depth and comprehensive understanding of how extroverted students employ various learning strategies in their pursuit of English language mastery. While previous studies have shed light on the role of extroversion in language learning, few have delved into the specific strategies favored by extroverted learners and how these preferences might be shaped by cultural and contextual factors.

The existing literature provides valuable insights into the general landscape of English language learning strategies and the potential impact of personality traits on learning preferences. However, the specific learning strategy preferences of self-identified extroverted students, particularly in the Vietnamese context, remain largely unexplored. This gap signifies a need for a targeted investigation to understand the learning strategy preferences of extroverted students, utilizing both quantitative and qualitative methodologies to derive comprehensive insights. By addressing this gap, this study aims to contribute to the broader knowledge and understanding of language learning and offer practical implications for personalized and effective language education. It intends to explore how extroverted learners in Vietnam engage with different learning strategies and how their preferences might inform pedagogical practices to enhance language instruction for this specific cohort.

Methods

Research design

This investigation employs a complex descriptive methodology and a mixed-methods approach to examine the preferred English language learning strategies of a group of individuals who self-identify as extroverts. Students were asked to self-determine their extroversion status based on the outcomes of the Myers–Briggs Type Indicator (MBTI), a widely used psychometric instrument developed by Myers and McCaulley (1988). While the MBTI is popular in various settings and has been employed to categorize individuals into personality types, including extroversion, it is worth acknowledging that it has faced criticism in terms of its reliability and validity. Some researchers have argued that the MBTI may not consistently classify personality types and that it may lack empirical support in some contexts (Pittenger, 2005). Despite these critiques, the MBTI was chosen for this study because of its accessibility, ease of administration and its broad acceptance and usage in educational and organizational settings. Furthermore, the focus of the study was not to provide a definitive psychological assessment but rather to gain insight into the self-identified preferences and tendencies of the participants related to extroversion. The choice of the MBTI in this context was thus deemed appropriate, but the potential limitations were considered in the interpretation of the findings. The research design incorporates the collection of both quantitative and qualitative data through a combination of survey questionnaires and follow-up interviews, respectively. This dual data collection strategy (Glik et al., 2005) enables a sophisticated understanding of the predominant learning strategies among the student population. The survey questionnaires produce numerical data suitable for statistical analysis, revealing common patterns and tendencies. Conversely, the follow-up interviews provide qualitative insights, allowing for a more thorough exploration of the students’ experiences and perspectives, thus enhancing our understanding of their preferences and evaluations of the strategies’ efficacy. By utilizing both data collection techniques, the study generates an accurate and comprehensive portrayal of the preferred learning strategies of the extroverted cohort, offering valuable insights for language educators and students.

Participants

As this manuscript is an integral component of a larger research endeavor, the study participants were enlisted from a demographic comprising 68 undergraduate students majoring in English. The convenience sampling method was used to recruit those students for the quantitative phase of the study, and the questionnaire was administered online over a period of 2 weeks in March 2021. It took participants an average of 20 min to complete the questionnaire. After the administration of the Myers-Briggs Type Indicator (MBTI) test, the extroverts were designated as the official participants for this empirical investigation. Specifically, the research participants were elected from a subset of 17 students, who self-identified as extroverts and were pursuing an English major, encompassing 5 males and 12 females. The selection of 17 students as research participants appeared relatively small, but it was justified based on this research’s context and objectives. Specifically, the sample size was designed to correspond closely to the study’s targeted research question, which required an in-depth exploration of a unique and specific subset of the population. The qualitative component of the study sought to benefit from the rich and personalized insights that could be gained from a smaller, more focused group. Simultaneously, the quantitative aspect of the research was structured to provide an exploratory analysis that would identify overarching patterns and trends within this population.

For the qualitative phase, nine participants were deliberately selected for interviews, which were conducted in a one-on-one setting, each lasting approximately 30 min. These interviews were held during April 2021. The selection process for the participants was carefully considered to ensure a representative stratification of the sample. The specific criteria for selecting these participants were based on their mean scores in the questionnaire survey. Participants were chosen in accordance with the preferred learning strategy categories extrapolated from the quantitative data amassed through the administration of the questionnaire. This approach allowed for the inclusion of participants whose responses exhibited clear patterns or tendencies within the learning strategy domains, thereby providing a rich and diverse insight into the various learning strategies employed by extroverted students. By basing the selection on mean scores, the study aimed to draw from a balanced representation of participants who not only identified as extroverted but also showed distinct preferences and experiences within the learning strategy categories under investigation. This criterion-enhanced transparency in the selection process, as well as the relevance and depth of the qualitative data collected.

The relationship between the researchers and the participants in this study was indeed that of teachers and students. This dynamic could inherently impose a sense of obligation on the students to participate in the study; however, the research team took extensive measures to mitigate this potential issue. To ensure that the students did not feel pressured to take part in the study, the research team clearly communicated that participation was voluntary and that choosing not to participate would have no negative repercussions on their academic standing or relationship with the teachers. The informed consent process was handled with particular care to emphasize the voluntary nature of participation, and the students were given ample opportunity to ask questions or withdraw without consequence. Additionally, the confidentiality and anonymity of the responses were guaranteed, providing further assurance to the participants. The careful attention to these ethical considerations served to create an environment where students could choose to participate freely, without undue pressure or influence from their teachers.

Data collection instruments

Questionnaire

The investigation employed a methodologically structured questionnaire to determine the extent of the application of diverse learning strategies by the participants in their pursuit of English language mastery. The questionnaire consisted of 20 items, drawn from the learning strategies outlined in Ehrman and Oxford (1990), the majority of which aimed to evaluate the implementation of cognitive strategies, metacognitive, memory-related strategies, compensatory strategies, affective strategies and social learning strategies. Table 1 illustrates the composition of the questionnaire.

Table 1. Questionnaire.

Clusters	Items
Memory Strategies	Q1. Memorizing visuals, key terms and auditory cues
	Q2. Utilizing color differentiation or highlighting for word indication
	Q3. Applying flashcards
Cognitive Strategies	Q4. Practicing, repeating and applying formulas
	Q5. Skimming and scanning
	Q6. Translating, employing general rules and applying them contextually
	Q7. Note-taking and summarizing
Compensation Strategies	Q8. Inferring lexical meanings
	Q9. Leveraging morphemes, syntax and other linguistic indicators
	Q10. Consulting scholarly resources for pertinent information
Metacognitive Strategies	Q11. Concentrating on specific tasks or activities
	Q12. Procuring knowledge through reading books
	Q13. Constructing a timetable for environmental organization
	Q14. Identifying, assessing, locating and rectifying errors
Affective Strategies	Q15. Practicing mindfulness
	Q16. Engaging with music
	Q17. Self-dialogue to enhance self-efficacy
Social Strategies	Q18. Utilizing checklists for peer assessment
	Q19. Seeking clarification
	Q20. Collaborating with peers

The survey amalgamated quantitative and qualitative methodologies, soliciting strategy evaluations through a 5-point Likert scale (from Strongly Disagree to Strongly Agree) and garnering open-ended responses regarding participants’ experiences and preferences. The questionnaire underwent a rigorous process of reliability and validity examination to substantiate its robustness, with a 0.89 Cronbach’s alpha score denoting its reliability and a validation process encompassing content validation and expert review affirming its validity. Furthermore, a scale test was employed to examine the Cronbach’s alpha for all 20 items, and the findings revealed that all of them demonstrated reliability, with an alpha value greater than 0.70 (α > .70). The questionnaire’s objective was to provide an exhaustive comprehension of participants’ preferred learning strategies for English language mastery, with the resultant data subjected to descriptive and inferential statistical analysis to identify patterns in preferred learning strategies.

Semistructured interviews

The qualitative interview component of the study sought to obtain rich, in-depth perspectives and experiences from a purposefully chosen subset of participants concerning their favored English language learning strategies. The semi-structured interview format enabled open-ended and unconstrained exploration. The interview protocol was developed based on a comprehensive literature review, input from experienced educators and alignment with the research objectives. It was then pilot-tested with a small sample (n = 3) to ensure clarity and relevance. The protocol included both leading and follow-up questions designed to encourage detailed and thoughtful responses. Interviews were conducted face-to-face and were recorded and transcribed for subsequent analysis. The interview questions were informed by questionnaire survey results and aimed to yield a more profound understanding of participants’ perceptions and experiences regarding their preferred learning strategies. The leading questions included: ‘Can you describe a situation where you employed a specific learning strategy, such as group work or visualization? To what extent was it effective for you?’, ‘What learning strategies do you typically deploy when preparing for an English language proficiency examination?’, ‘How do you adapt different learning strategies based on the content or context of what you are studying?’, ‘Can you provide an example of a learning strategy that did not work well for you? How did you modify your approach in response?’ Follow-up questions were used to probe deeper into the participants’ experiences and insights, allowing for more nuanced exploration of their preferences and practices. These questions encompassed inquiries such as ‘Can you describe a situation where you employed group work as a learning strategy? To what extent was it effective for you?’ or ‘What learning strategies do you typically deploy when preparing for an English language proficiency examination?’

Data collection procedures

Preliminary phase

The data collection process began with the identification of 68 undergraduate students majoring in English, using convenience sampling. From this pool, a subset of 17 self-identified extroverts was selected for participation. Ethical guidelines were meticulously followed throughout the study, including securing informed consent, ensuring the confidentiality and anonymity of the participants and emphasizing the voluntary nature of participation. In addition to this, the instruments for data collection were meticulously designed. The 20-item questionnaire was formulated based on learning strategies from Ehrman and Oxford (1990), and the interview protocol was developed through a literature review, expert consultation and alignment with the research objectives.

Quantitative data collection—questionnaire

The questionnaire was administered to the selected participants, consisting of items evaluated on a 5-point Likert scale and open-ended questions for more nuanced insights. Rigorous checks were performed to ensure reliability and validity, including a scale test to confirm the reliability of the components (α > .70). The responses were carefully collected, and the data were subjected to descriptive and inferential statistical analysis, providing a foundation for the qualitative phase of the study.

Qualitative data Collection—semi-structured interviews

In this phase, the interview protocol was pilot-tested with a small sample (n = 3) to ensure clarity and relevance. Face-to-face interviews were then conducted with the participants using a semi-structured format, enabling open-ended exploration of their experiences and preferences. All interviews were recorded and subsequently transcribed to ensure accuracy. The transcripts were thoroughly analyzed to derive a profound understanding of participants’ perceptions and experiences, enriching the findings from the questionnaire.

Data analysis

Quantitative data analysis

The present study employed a convergent parallel mixed-methods design, incorporating both quantitative and qualitative methodologies. In the quantitative phase, the Statistical Package for Social Sciences (SPSS) software, known for its robust statistical capabilities, was chosen for data analysis. Initially, a scale test was implemented to ascertain the reliability and validity of the survey questionnaire, a vital step to ensure that the results would be both consistent and accurate. Following this assessment, descriptive statistics were computed, specifically mean scores and standard deviations, to analyze the central tendencies and dispersion of participants’ favored learning strategies. This provided a generalized overview of the data.

To delve further into the nuances, inferential statistics were employed, including one-way ANOVA and the Tukey HSD test. The one-way ANOVA was used to examine potential significant differences among the means of various strategies, while the Tukey HSD test performed post hoc comparisons to identify specifically where these differences lay. This approach allowed for a detailed understanding of how the different strategies ranked relative to each other.

Qualitative data analysis

The qualitative component began with semi-structured interviews, which were transcribed verbatim. This step ensured that the richness and authenticity of the participants’ responses were retained. Every word, pause and nuance of speech was carefully noted, and this faithful transcription served as the raw data for the subsequent analysis. This approach allowed the researchers to return to the original data at any time, enabling a more in-depth and grounded understanding of the participants’ experiences.

A deductive approach was used in the initial examination of the transcriptions. This approach entailed starting with predefined concepts and ideas related to the research question and looking for evidence or instances of these within the data. This phase involved meticulous scrutiny of the transcriptions to identify recurring themes and patterns. Particular attention was paid to concepts, words and phrases that were repeated or emphasized by the participants, reflecting their importance in understanding the subject matter.

The next stage in the analysis was coding, a process of marking segments of the data with symbols, descriptive words or unique identifying names. During coding, the researchers identified meaningful segments that corresponded to particular themes or concepts and labeled them accordingly. The codes acted as shorthand for various ideas and allowed the researchers to quickly identify and reference different aspects of the data.

After coding, the researchers grouped related codes into categories that represented broader themes. This process helped in understanding how different parts of the data were connected and how individual themes related to the overall research questions. Categories were refined and consolidated, leading to a coherent set of overarching themes that encompassed the main ideas expressed by the participants.

The process was not linear but rather cyclical, characterized by continuous refinement. Researchers moved back and forth between the stages of coding, categorization and theme development, revising and refining as the understanding deepened. New insights could lead to re-coding or re-categorizing parts of the data, ensuring that the themes were robust and faithfully represented the participants’ views.

Ultimately, a final coherent set of themes emerged, providing a rich and detailed understanding of the subject matter. These themes were not only descriptive but also interpretive, capturing underlying ideas, assumptions and meanings. They facilitated a nuanced and textured understanding of the participants’ experiences, offering valuable insights that could be used to inform practice and further research.

Integration of quantitative and qualitative data

The final stage of analysis involved the synthesis of both quantitative and qualitative findings. By integrating these two distinct strands of data, the study was able to furnish a comprehensive and multifaceted understanding of the students’ preferred learning strategies within the context of English language acquisition in Vietnam. The statistical insights were seamlessly woven with the nuanced understandings from the interviews, resulting in a holistic perspective that transcended the limitations of either method alone. This convergence culminated in valuable insights and actionable recommendations for language educators and students to customize pedagogical approaches and thereby enhance the overall efficacy of language instruction.

Results and discussions

The aim of the research was to uncover the favored learning strategies of a group of individuals who self-perceive as extroverts, following the establishment of the commonly employed techniques by the student body. Table 1 presents the results of the assessment of the students’ preferred learning strategies classified into six primary domains in accordance with the Oxford framework.

Table 2 displays the results for the extroverted group. The participants most frequently utilized strategies were cognitive strategies (M = 3.74), followed by compensation strategies (M = 3.55), metacognitive strategies (M = 3.43) and affective strategies (M = 3.27). Nonetheless, the least commonly used strategies were memory strategies (M = 3.24) and social strategies (M = 3.22). A one-way ANOVA was conducted to compare the means of these strategies, revealing a significant difference among the strategies (F(5, 294) = 15.23, p < 0.001). Post hoc comparisons using the Tukey HSD test indicated that the mean score for cognitive strategies was significantly higher than the scores for affective, memory and social strategies. Additionally, compensation strategies showed a significant difference from memory and social strategies. There were no significant differences between metacognitive strategies and affective strategies. These findings suggest that, for extroverted learners, cognitive strategies are the most preferred learning strategies, while memory and social strategies are the least favored.

Table 2. Extroverts’ most frequently used language learning strategies (N = 17).

	Min	Max	Mean	SD
Cognitive strategies	3.00	4.75	3.74	.45
Compensation strategies	2.00	5.00	3.55	.67
Metacognitive strategies	2.50	5.00	3.43	.64
Affective strategies	1.00	4.33	3.27	.85
Memory strategies	2.00	4.66	3.24	.66
Social strategies	1.33	4.66	3.22	.77

The outcomes of these tests indicate that extroverted language learners predominantly employ cognitive strategies, followed by compensation strategies and metacognitive strategies. The application of affective strategies is comparatively high, albeit lower than the preceding three strategy types. Conversely, memory strategies and social strategies are the least frequently utilized strategies by extroverted language learners. These findings align with earlier studies investigating learning strategies employed extroverted language learners. For instance, research conducted by Natsumi (2000) revealed that extroverted language learners tend to utilize more external, social and interactive strategies, such as soliciting feedback from others, collaborating with peers and engaging in language-related activities. This concurs with the elevated usage of compensation strategies and metacognitive strategies observed in the extroverted group in Table 2. Another study by Hsiao (2017) discovered that extroverted language learners frequently implement affective strategies, including regulating emotions, fostering positive attitudes and cultivating a favorable learning environment. This is congruent with the usage of affective strategies exhibited in the extroverted group in Table 2. However, the diminished use of memory strategies and social strategies by extroverted language learners in Table 1 contrasts with previous research that has identified extroverted language learners as more inclined to employ social strategies, such as seeking assistance from others, participating in group discussions and partaking in language-related activities (Natsumi, 2000).

Table 3 exhibits the scrutiny findings for each constituent within the six primary classifications of learning stratagems.

Table 3. Extroverts’ most frequently used items on their language learning strategies (N17).

Items	Min	Max	Mean	SD
Q4. Practicing, repeating and applying formulas	3.00	5.00	3.82	.73
Q7. Note-taking and summarizing	3.00	5.00	3.76	.83
Q6. Translating, employing general rules and applying them contextually	3.00	5.00	3.76	.83
Q5. Skimming and scanning	2.00	5.00	3.59	1.00
Cognitive strategies	3.00	4.75	3.74	.45
Q10. Consulting scholarly resources for pertinent information	2.00	5.00	3.71	.92
Q8. Inferring lexical meanings	1.00	5.00	3.59	1.06
Q9. Leveraging morphemes, syntax and other linguistic indicators	2.00	5.00	3.35	.86
Compensation strategies	2.00	5.00	3.55	.67
Q14. Identifying, assessing, locating and rectifying errors	1.00	5.00	3.53	1.07
Q12. Procuring knowledge through reading books	2.00	5.00	3.53	.94
Q11. Concentrating on specific tasks or activities	1.00	5.00	3.35	.93
Q13. Constructing a timetable for environmental organization	1.00	5.00	3.29	.99
Metacognitive strategies	2.50	5.00	3.43	.64
Q16. Engaging with music	1.00	5.00	3.65	1.27
Q17. Self-dialogue to enhance self-efficacy	1.00	5.00	3.18	.88
Q15. Practicing mindfulness	1.00	5.00	3.00	1.12
Affective strategies	1.00	4.33	3.27	.85
Q2. Utilizing color differentiation or highlighting for word indication	2.00	5.00	3.65	.93
Q1. Memorizing visuals, key terms and auditory cues	1.00	5.00	3.47	1.07
Q3. Applying flashcards	1.00	5.00	2.59	1.28
Memory strategies	2.00	4.66	3.24	.66
Q19. Seeking clarification	1.00	5.00	3.53	1.13
Q18. Utilizing checklists for peer assessment	1.00	5.00	3.12	1.11
Q20. Collaborating with peers	1.00	5.00	3.00	1.23
Social strategies	1.33	4.66	3.22	.77

For cognitive strategies, it appears that extroverted students tend to use ‘Practicing, repetition, formula recognition and application’ the most (M = 3.82), followed by ‘Taking notes and summarizing’ (M = 3.76) and ‘Translating, utilizing general rules and applying them to situations’ (M = 3.76). These three strategies are all relatively close in terms of their mean scores, with ‘Practicing, repetition, formula recognition and application’ being the highest. Finally, ‘Skimming and scanning’ has the lowest mean score of the five strategies (M = 3.59).

A one-way ANOVA was conducted to compare the means of the different strategies and to determine if there were statistically significant differences among them (F(3,196) = 5.32, p < 0.05). Given that the p-value was less than 0.05, there is evidence to conclude that at least one mean is different from the others. The Tukey HSD test was used to perform pairwise comparisons to identify where the differences lie (Practicing vs. Taking notes: p = .89; Practicing vs. Translating: p = .89; Practicing vs. Skimming: p = .02; Taking notes vs. Translating: p = .99; Taking notes vs. Skimming: p = .04; Translating vs. Skimming: p = .04). The results indicate that extroverted students tend to use ‘Practicing, repetition, formula recognition and application’ more frequently than ‘Skimming and scanning’ (p = .02). Similarly, ‘Taking notes and summarizing’ and ‘Translating, utilizing general rules and applying them to situations’ are also used significantly more than ‘Skimming and scanning’ (p = .04). No significant differences were found between the other strategies. This analysis provided an understanding of the preferences among extroverted students for different cognitive strategies, with ‘Practicing, repetition, formula recognition and application’ being favored the most and ‘Skimming and scanning’ the least.

Participant 2 is a language learner who has found that ‘Practicing, repetition, formula recognition and application’ is the most effective strategy for learning English. She stated,

“I realized that just reading or listening to the language is not enough to truly grasp and remember it. But when I actively practice what I have learned, it helps me strengthen my understanding of the language and makes it easier to recall later. And by recognizing and using grammar rules and sentence structures, I can communicate more effectively and precisely in English.” (Participant 2)

As an extroverted language learner, Participant 2 accentuates the effectiveness of experiential practice in language acquisition. This corresponds with previous research characterizing extroverted learners as more interactive and proactive in their learning approach (Petric, 2022). They prefer activities that allow them to actively utilize and apply their newly acquired knowledge, as opposed to passively absorbing information through reading or listening (Chiang et al., 2017). This method reinforces their language comprehension and bolsters recall. Participant 2 also highlights the importance of mastering grammatical rules and sentence structure proficiency. This is congruent with the typical attributes of extroverted language learners who exhibit confidence and expressiveness in their target language communication (Petric, 2022). Such learners frequently aspire to employ their language abilities in real-world situations (Griffiths, 2018), and consequently place considerable emphasis on refining their accuracy and fluency.

In terms of compensation strategies, it appears that extroverted students tend to use ‘Asking for assistance to get missing information’ the most (M = 3.71), followed by ‘Utilizing deductive reasoning to infer the meanings of words’ (M = 3.59). These three strategies are all relatively close in terms of their mean scores, with ‘Asking for assistance to get missing information’ being the highest. Finally, ‘Employing morphological and syntactical cues’ has the lowest mean score of the three strategies (M = 3.35).

A one-way ANOVA was conducted to compare the means of these different strategies and to ascertain if there were statistically significant differences among them (F(2,147) = 4.61, p < .05). Given that the p-value was less than .05, there is evidence to conclude that at least one mean is different from the others. The Tukey HSD test was used for pairwise comparisons to determine where the differences lie (Asking for assistance vs. Utilizing deductive reasoning: p = .52; Asking for assistance vs. Employing morphological cues: p = .03; Utilizing deductive reasoning vs. Employing morphological cues: p = .08). The results indicate that extroverted students tend to use ‘Asking for assistance to get missing information’ significantly more frequently than ‘Employing morphological and syntactical cues’ (p = .03). There are no significant differences found between the use of ‘Asking for assistance to get missing information’ and ‘Utilizing deductive reasoning to infer the meanings of words’ or between ‘Utilizing deductive reasoning’ and ‘Employing morphological and syntactical cues.’ This analysis offerred insights into the preferences among extroverted students for different compensation strategies, revealing a particular tendency to ask for assistance when missing information and less reliance on morphological and syntactical cues.

Participant 5 is a language learner who has found that ‘Asking for assistance to get missing information’ is the most effective strategy in the compensation domain. He shared,

“When I am learning a new language, I have noticed that there is always something I do not understand or miss. Instead of getting stuck or upset, I have learned to just ask for help. By getting assistance, I can fill in the missing pieces and keep moving forward in my language learning. It does not matter if it is a teacher, tutor, or native speaker, I have found that getting support from others is a valuable and effective way to learn.” (Participant 5)

The excerpt from Participant 5 underscores a proactive approach to soliciting assistance, which is congruent with previous research suggesting that proactive help-seeking results in more favorable language learning outcomes, particularly for extroverted learners. These learners, distinguished by their sociability and communicative competencies, tend to exhibit greater confidence in requesting aid and partaking in activities necessitating interaction with others (Petric, 2022). The literature reveals that extroverted language learners are more inclined to actively contribute to group tasks, maintain frequent communication with peers and instructors and immerse themselves in authentic language usage (Farrell, 2017). This excerpt is consistent with these findings, as the interviewee’s ease in seeking support and engaging in social language learning activities underscores their extroverted disposition and communicative prowess.

Regarding metacognitive strategies, it appears that extroverted students tend to use ‘Recognizing, evaluating, locating and rectifying faults’ and ‘Reading books or engaging in discourse with others and applying the acquired knowledge’ equally, as they both have the same mean score of 3.53. These two strategies are followed by ‘Focusing on specific tasks or activities’ with a mean score of 3.35, and ‘Establishing a schedule or organizing one’s physical surroundings’ (M = 3.29).

A One-way ANOVA was conducted to compare the means of these different strategies to determine if there were statistically significant differences among them (F(3,196) = 3.23, p < .05). Since the p-value was less than .05, it is concluded that there is a statistically significant difference in the means among the different strategies. The Tukey HSD test was used for pairwise comparisons (Recognizing, evaluating, locating and rectifying faults vs. Reading books or engaging in discourse: p = 1.00; Recognizing, evaluating, locating and rectifying faults vs. Focusing on specific tasks: p=.16; Recognizing, evaluating, locating and rectifying faults vs. Establishing a schedule: p=.04; Reading books or engaging in discourse vs. Focusing on specific tasks: p = .16; Reading books or engaging in discourse vs. Establishing a schedule: p = .04; Focusing on specific tasks vs. Establishing a schedule: p = .67). The results indicate that extroverted students tend to use the strategies of ‘Recognizing, evaluating, locating and rectifying faults’ and ‘Reading books or engaging in discourse with others and applying the acquired knowledge’ equally, and significantly more frequently than ‘Establishing a schedule or organizing one’s physical surroundings’ (p = .04). There are no significant differences among the other comparisons. The insights from this analysis offered an understanding of extroverted students’ preferences for metacognitive strategies, emphasizing their inclination toward interactive learning and less emphasis on organizational aspects like scheduling.

Participant 7 is a language learner who has found that ‘Recognizing, evaluating, locating and rectifying faults’ is the most effective strategy in the metacognitive domain. She remarked,

“I think it is crucial to not just pay attention to what you are doing well when learning a new language, but also to think about what you are doing wrong. By acknowledging my mistakes, figuring out what went wrong, fixing them, and moving on, I can make more progress. This strategy helps me understand where I need to improve and take control of my own language learning journey. It also helps me become a more self-sufficient learner.” (Participant 7)

The excerpt from Participant 7 exemplifies her adoption of a metacognitive approach to language learning, encompassing self-awareness and regulatory processes. Extroverted language learners are characterized by assertiveness and sociability, factors which contribute to their self-directedness and proactive learning disposition (Petric, 2022). Prior research has suggested that these learners tend to exhibit greater confidence, motivation and active involvement in their language-learning pursuits. Participant 7’s acknowledgement of extroverts’ weaknesses and proactive efforts to address them reflects their self-awareness and proactivity.

On the other hand, Participant 3 is a language learner who has found that ‘Reading books or engaging in discourse with others and applying the acquired knowledge’ is the most effective strategy in the metacognitive domain.

“I think that when it comes to language learning, it is not just about memorizing vocabulary and grammar rules, but actually using the language in real-life situations. By reading books or having conversations with others, I get to practice using the language and it helps me to not only grow my vocabulary and grammar skills, but to really understand the language and remember it better. By putting what I have learned into practice, I feel more confident and capable in using the language, and it also makes me a more involved and motivated learner.” (Participant 3)

The excerpt embodies the perspective of an extroverted language learner who prioritizes the application of the target language in practical and interactive settings. Existing literature posits that extroverted language learners adopt a communicative and socially oriented mindset, seeking engagement with others and the application of their linguistic knowledge in real-life situations (Petric, 2022). Such learners frequently eschew conventional language instruction methods, such as rote memorization and repetition (Oxford et al., 1992), in favor of interactive and communicative experiences, including reading literature, conversing with others or participating in group discussions (Noprianto, 2017). These preferences align with the sentiments expressed by the interviewee, who acknowledges the efficacy of engaging with the language through reading and dialogue in strengthening their linguistic abilities and promoting active and engaged language learning.

To affective strategies, it appears that extroverted students tend to use ‘Listening to music’ the most, with a mean score of 3.65. This is followed by ‘Engaging in positive self-talk for the enhancement of self-assurance’ (M = 3.18) and ‘Practicing meditation’ (M = 3.00).

A one-way ANOVA was conducted to compare the means of these different strategies to determine if there were statistically significant differences among them (F(2,147) = 12.74, p < .01). The p-value being less than 0.01 indicates a statistically significant difference in the means among the different strategies. The Tukey HSD test was used for pairwise comparisons (Listening to music vs. Engaging in positive self-talk: p < .01; Listening to music vs. Practicing meditation: p < .01; Engaging in positive self-talk vs. Practicing meditation: p = .22). The results indicate that extroverted students tend to use the strategy of ‘Listening to music’ significantly more frequently than both ‘Engaging in positive self-talk for the enhancement of self-assurance’ (p < .01) and ‘Practicing meditation’ (p < .01). There is no significant difference between ‘Engaging in positive self-talk’ and ‘Practicing meditation.’ These insights suggest that the participants gravitated towards more active and engaging forms of affective strategies such as music, rather than more introspective strategies like meditation.

Participant 4 is a language learner who has found that ‘Listening to music’ is the most effective strategy in the affective domain. She said,

“I find that when I listen to music in English, I really get to experience the language in a personal and emotional way. It helps me develop a deeper love for the language, which keeps me motivated to continue learning and practicing. Also, music is a great tool for memory, and I have noticed that when I listen to songs in English, I am able to remember vocabulary and grammar rules much easier.” (Participant 4)

The excerpt accentuates the emotional and social drivers that propel extroverted language learners in their language learning processes. Previous investigations have determined that extroverted language learners possess a strong emotional connection to the target language and prefer activities that enable them to experience the language personally and emotionally (Dewaele, 2005; Petric, 2022). This is evidenced in Participant 4’s account, wherein they mention that listening to music in English facilitates a more personal and emotional experience, fostering a deeper affection for the language (Lonsdale & North, 2011). This emotional connection sustains their motivation and engagement in the learning process. Additionally, extroverted language learners typically exhibit robust memory skills (Ludke et al., 2014) and can associate novel vocabulary (Li & Brand, 2009) and grammatical rules (Rao, 2002) with emotions or personal experiences, rendering them more easily retrievable. This is reflected in Participant 4’s observation that music serves as a potent memory aid, enabling them to retain vocabulary and grammatical rules more effectively when listening to songs in English.

In the cluster of memory strategies, it appears that extroverted students tend to use ‘Utilizing different colors or highlights to differentiate words’ the most (M = 3.65). This is followed by ‘Utilizing images, keywords, and the preservation of sounds in memory’ (M = 3.47) and ‘Using flashcards’ (M = 2.59).

A one-way ANOVA was conducted to compare the means of these different strategies to determine if there were statistically significant differences among them (F(2,147) = 25.13, p<.001). The p-value being less than 0.001 indicates a statistically significant difference in the means among the different strategies. The Tukey HSD test was used for pairwise comparisons (Utilizing different colors or highlights vs. Utilizing images, keywords, etc.: p=.34; Utilizing different colors or highlights vs. Using flashcards: p < .001; Utilizing images, keywords, etc. vs. Using flashcards: p<.001). The results indicate that extroverted students tend to use the strategy of ‘Utilizing different colors or highlights to differentiate words’and ‘Utilizing images, keywords and the preservation of sounds in memory’ equally, as there is no significant difference between them (p = .34). However, both of these strategies are used significantly more frequently than ‘Using flashcards’ (p < .001). These insights suggest that the extroverted students preferred more visually stimulating and interactive forms of memory strategies, rather than rote memorization using flashcards.

Participant 10 is a language learner who has found that ‘Utilizing different colors or highlights to differentiate words’ is the most effective strategy in the memory domain.

“I have discovered that just reading or hearing new vocabulary words is not enough to really stick in my memory. But by using different colors or highlighting them, I can make a visual connection between the words and their meanings, which makes it easier for me to remember and recall them later on. Plus, using different colors or highlights makes learning more fun and interactive, which keeps me motivated and engaged.” (Participant 10)

The assertion by Participant 10 pertains to the utilization of visual aids in language acquisition, a hallmark of extroverted language learners. Extroverts tend to prefer interactive and experiential learning methods, instead of conventional and passive methods like reading and listening. They often resort to visual aids, such as color coding or highlighting, to create connections between new vocabulary words and their meanings. Research supports the efficacy of visual aids in language learning, as demonstrated by Aquariza and Authar (2020) who found that using flashcards with images improved vocabulary retention in EFL learners. Cheon et al. (2015) also found that visual aids, such as graphic organizers, aided in comprehension and retention of information by EFL learners. Additionally, extroverts are more motivated and engaged when utilizing interactive and enjoyable methods like color coding, as per Pham (2021) who found that high motivation is a crucial factor in language learning success.

Finally, for social strategies, it appears that extroverted students tend to use ‘Requesting the speaker to reiterate, reword, or moderate their speech tempo’ the most (M = 3.53). This is followed by ‘Adopting checklists’ (M = 3.12) and ‘Cooperating with others’ (M = 3.00).

A one-way ANOVA was conducted to compare the means of these different strategies to determine if there were statistically significant differences among them (F(2,147) = 19.65, p < .001). The p-value being less than 0.001 indicates a statistically significant difference in the means among the different strategies. The Tukey HSD test was used for pairwise comparisons (Requesting the speaker to reiterate, etc. vs. Adopting checklists: p < .01; Requesting the speaker to reiterate, etc. vs. Cooperating with others: p < .01; Adopting checklists vs. Cooperating with others: p = .45). The results indicate that extroverted students significantly prefer ‘Requesting the speaker to reiterate, reword, or moderate their speech tempo’ over the other two strategies, with p-values less than 0.01. There is no significant difference between ‘Adopting checklists’ and ‘Cooperating with others’ (p = .45). This finding was indicative of the extroverted students’ preference for direct interaction and feedback, as opposed to more passive or self-driven social strategies.

Participant 9 is a language learner who has found that ‘Requesting the speaker to reiterate, reword or moderate their speech tempo’ is the most effective strategy in the social domain.

“I believe that language learning is not just about knowing the language, but also about using it with others and improving social skills. By asking for clarification, I can better understand what the speaker is saying and improve my listening comprehension. And by asking for help, I can show respect for the speaker and show that I am interested in what they have to say. This helps me build better relationships with others, which is key for success in language learning.” (Participant 9)

Participant 9’s excerpt emphasizes the significance of social interaction in language learning for extroverted learners. Research corroborates that extroverts tend to relish socializing and interacting with others, which can be leveraged in their language-learning endeavors (Petric, 2022). Studies have shown that engaging with native speakers through conversation or other forms of social exchange can markedly improve language proficiency and enhance motivation to persist in learning (Chakowa, 2019; Jauregi et al., 2012). The interviewee’s eagerness to seek clarification and participate in social interactions, such as requesting assistance or expressing interest in others, underlines their extroverted disposition and highlights the crucial role of social aptitude in language learning success.

Conclusion

This investigation sought to examine the preferred English language learning strategies of self-identified extroverted students in Vietnam, a context where language proficiency is essential for economic competitiveness and academic achievement. The research design encompassed a survey questionnaire and follow-up interviews, generating both quantitative and qualitative data and was conducted with rigorous adherence to ethical standards.

The findings revealed that extroverted students predominantly favored cognitive and compensation strategies, succeeded by metacognitive, affective, memory and social strategies, albeit to a lesser degree. These outcomes suggest that extroverted students gravitate towards a blend of cognitive and experiential learning approaches, such as practicing, repetition, seeking assistance and engaging in activities like reading books and listening to music.

The study’s results provide valuable insights for language teachers and institutions to adapt their pedagogical approaches and enhance the effectiveness of language instruction for extroverted students. By comprehending the preferred learning strategies of this cohort, teachers can develop engaging lessons, provide targeted feedback and advocate constructive techniques that promote self-awareness and growth. This may culminate in a more personalized and effective language learning experience for extroverted students, augmenting their motivation and success in language acquisition.

Personalized learning can be realized by adapting teaching methods to better align with the learning preferences of extroverted students, leading to a more engaging and effective learning experience that can enhance language proficiency and overall academic performance. Refined pedagogy can be attained by incorporating more interactive and experiential activities into lessons, resulting in more efficient language instruction and superior language acquisition. Heightened student engagement and motivation in the language learning process can be achieved by tailoring pedagogical approaches to the learning preferences of extroverted students.

These findings bear significant implications for Vietnam, where English proficiency is vital for economic competitiveness and academic success. Moreover, this research contributes to the overarching knowledge and comprehension of language learning, guiding future research in this field. Further exploration into the favored learning strategies of extroverted students can yield deeper insights into the most efficacious teaching methods, learning environments and materials for this population, culminating in more effective and personalized language education for all students.

Limitations

This investigation encompasses some constraints that should be considered when interpreting the outcomes. Firstly, the sample size consisting of 17 self-identified extroverted learners may not accurately represent the broader population of extroverted English language learners. The sample was drawn from a specific demographic of students majoring in English, and the findings may not generalize to other cohorts of extroverted language learners. Besides, the study relies on the participants’ self-assessment of their extroverted status based on the results of the MBTI. Although the MBTI is a widely used psychometric instrument, self-assessment is inherently subjective and may be prone to bias or inaccuracies. Additionally, the mixed-methods approach employed in this inquiry provides a comprehensive understanding of the learning preferences of extroverted learners, but it may also introduce limitations. For instance, the data collected through the survey questionnaire may be subject to social desirability bias, wherein participants may respond in a manner they perceive as socially acceptable rather than providing an accurate depiction of their genuine experiences and preferences. The qualitative interview component may also be influenced by the interviewer’s biases, resulting in a skewed portrayal of the participants’ experiences. The statistical analysis of the survey data offers valuable insights into the predominant learning strategies among extroverted learners, but it may not capture the complexity and nuances of the participants’ experiences and preferences. The qualitative data gathered through the follow-up interviews provides a more in-depth exploration of the participants’ perspectives but is constrained by the purposive selection of interview participants and the subjective nature of data collection.

Recommendations for further research

Regarding methodological limitations, it is recommended that future studies in this domain endeavor to increase the sample size to enhance the generalizability of the findings. It is also recommended that data be collected from multiple geographical locations to assess the applicability of the findings to different cultural and educational settings. To mitigate the impact of social desirability bias and recall bias on self-reported data, future research should consider employing objective assessment methods. An extended duration of data collection would provide a more comprehensive understanding of the students’ preferred learning strategies. Moreover, to address the limitations of the mixed-methods approach employed in this study, future research should contemplate implementing a more rigorous quantitative or qualitative methodology, such as enlarging the sample size, conducting data collection over an extended period or utilizing a more exhaustive qualitative approach to gather data.

Further avenues for exploration in this field include the comparative analysis of preferred learning strategies across diverse cultural and linguistic contexts to identify the cultural and linguistic subtleties of the findings. A longitudinal investigation could evaluate the durability and stability of the preferred learning strategies over an extended period. Examining the interplay between motivation and preferred learning strategies could offer greater insight into the reciprocal influence of these factors. Incorporating technology into language learning, integrating digital resources and tools, could facilitate the implementation of preferred learning strategies. Collecting the perspectives of language instructors on preferred learning strategies and their incorporation into language education could provide valuable insights and suggestions. Analyzing the relationship between preferred learning strategies and language learning outcomes could contribute to a more comprehensive understanding of how different strategies can be combined to achieve optimal results. Investigating the influence of individual differences, such as learning styles and personality traits, on preferred learning strategies could offer a more nuanced perspective on language learning. Assessing the transferability of preferred learning strategies to other subjects and languages, and exploring their potential applications beyond language education, could provide further insights into their effectiveness and versatility. These research avenues have the potential to expand our understanding of preferred learning strategies and their impact on language learning outcomes and to inform the implementation of these strategies in language education. By exploring these diverse aspects of language learning, future research can contribute to the ongoing refinement and enhancement of pedagogical practices, facilitating more effective and personalized language instruction for all students.

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.