903
Views
0
CrossRef citations to date
0
Altmetric
Culture, Media & Film

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

, ORCID Icon, , , , & show all
Article: 2303193 | Received 15 May 2023, Accepted 04 Jan 2024, Published online: 30 Jan 2024

References

  • Abdallah, R. H., El-Hilaly, A. R., & Sheir, A. A. (2015). Personality types as predictors of oral fluency. Educational Science Journal, 23(3), 1–22.
  • Aquariza, N. R., & Authar, N. (2020). Who performs better in essay writing, introverts or extroverts? A case study of 3rd semester EFL students. Jurnal Inovasi Penelitian, 1(7), 1313–1318. https://doi.org/10.47492/jip.v1i7.253
  • Bala, E., & Bala, A. (2018). Learning to learn: Strategopedia. International Journal of Social Sciences & Educational Studies, 5(2), 164–170. https://doi.org/10.23918/ijsses.v5i2p164
  • Barcroft, J., & Sommers, M. S. (2005). Effects of acoustic variability on second language vocabulary learning. Studies in Second Language Acquisition, 27(03), 387–414. https://doi.org/10.1017/S0272263105050175
  • Barrick, M. R., & Mount, M. K. (1991). The big five personality dimensions and job performance: a meta‐analysis. Personnel Psychology, 44(1), 1–26. https://doi.org/10.1111/j.1744-6570.1991.tb00688.x
  • Borg, S. W., & Johnston, W. J. (2013). The IPS-EQ model: Interpersonal skills and emotional intelligence in a sales process. Journal of Personal Selling & Sales Management, 33(1), 39–51. https://doi.org/10.2753/PSS0885-3134330104
  • Boroujeni, A. A. J., Roohani, A., & Hasanimanesh, A. (2015). The impact of extroversion and introversion personality types on EFL learners’ writing ability. Theory and Practice in Language Studies, 5(1), 212–218. https://doi.org/10.17507/tpls.0501.29
  • Byram, M. (2020). Teaching and assessing intercultural communicative competence: Revisited. Multilingual Matters.
  • Chakowa, J. (2019). Engaging with peers, mentors and native speakers as language learning partners in an online environment. Alsic, 22(Vol. 22, n° 2) https://doi.org/10.4000/alsic.3864
  • Chamot, A. U. (2004). Issues in language learning strategy research and teaching. Electronic Journal of Foreign Language Teaching, 1(1), 14–26.
  • Chang, S. H. (2015). Memory strategies used by teachers. Ohio Journal of Teacher Education, 29(1), 5–19.
  • Chang, C. H., & Liu, H. J. (2013). Language learning strategy use and language learning motivation of Taiwanese EFL University students. Electronic Journal of Foreign Language Teaching, 10(2), 196–209.
  • Channa, M. A., Nordin, Z. S., Siming, I. A., Chandio, A. A., & Koondher, M. A. (2014). Developing reading comprehension through metacognitive strategies: a review of previous studies. English Language Teaching, 8(8), 181–186. https://doi.org/10.5539/elt.v8n8p181
  • Cheon, J., Chung, S., Song, J., & Kim, Y. (2015). An investigation of the effects of a graphic organizer in an online serious game on learning outcomes and attitudinal perceptions. Interactive Learning Environments, 23(4), 437–452. https://doi.org/10.1080/10494820.2013.788030
  • Chiang, Y. H., Hsu, C. C., & Shih, H. A. (2017). Extroversion personality, domain knowledge, and the creativity of new product development engineers. Creativity Research Journal, 29(4), 387–396. https://doi.org/10.1080/10400419.2017.1376501
  • Cong-Lem, N. (2019). Language learning strategies among Vietnamese EFL High School students. Indonesian Journal of English Language Teaching, 14(1), 55–70. https://doi.org/10.25170/ijelt.v14i1.1418
  • Dewaele, J. M., &Furnham, A. ( 2000). Personality and speech production: A pilot study of second language learners. Personality and Individual differences, 28(2), 355–365. https://doi.org/10.1016/S0191-8869(99)00106-3
  • Dewaele, J. M. (2005). Investigating the psychological and emotional dimensions in instructed language learning: Obstacles and possibilities. The Modern Language Journal, 89(3), 367–380. https://doi.org/10.1111/j.1540-4781.2005.00311.x
  • Dewaele, J. M., & Furnham, A. (1999). Extraversion: The unloved variable in applied linguistic research. Language Learning, 49(3), 509–544. https://doi.org/10.1111/0023-8333.00098
  • Di Carlo, S. (2017). Understanding cognitive language learning strategies. International Journal of Applied Linguistics and English Literature, 6(2), 114–126. https://doi.org/10.7575/aiac.ijalel.v.6n.2p.114
  • Dörnyei, Z. (2009). Individual differences: Interplay of learner characteristics and learning environment. Language Learning, 59(s1), 230–248. https://doi.org/10.1111/j.1467-9922.2009.00542.x
  • Dörnyei, Z., & Csizér, K. (1998). Ten commandments for motivating language learners: Results of an empirical study. Language Teaching Research, 2(3), 203–229. https://doi.org/10.1177/136216889800200303
  • Ehrman, M., &Oxford, R. (1990). Adult language learning styles and strategies in an intensive training setting. The Modern Language Journal, 74(3), 311–327. https://doi.org/10.1111/j.1540-4781.1990.tb01069.x
  • Ehrman, M. E., & Oxford, R. L. (1995). Cognition plus: Correlates of language learning success. The Modern Language Journal, 79(1), 67–89. https://doi.org/10.1111/j.1540-4781.1995.tb05417.x
  • Eysenck, H. J. (1967). The biological basis of personality. (Vol. 689). Transaction Publishers.
  • Eysenck, H. J. (1975). The structure of social attitudes. British Journal of Social and Clinical Psychology, 14(4), 323–331. https://doi.org/10.1111/j.2044-8260.1975.tb00188.x
  • Eysenck, S. B., Eysenck, H. J., & Barrett, P. (1985). A revised version of the psychoticism scale. Personality and Individual Differences, 6(1), 21–29. https://doi.org/10.1016/0191-8869(85)90026-1
  • Farrell, M. (2017). Leadership reflections: Extrovert and introvert leaders. Journal of Library Administration, 57(4), 436–443. https://doi.org/10.1080/01930826.2017.1300455
  • Gani, S. A., Fajrina, D., & Hanifa, R. (2015). Students’ learning strategies for developing speaking ability. Studies in English Language and Education, 2(1), 16–28. https://doi.org/10.24815/siele.v2i1.2232
  • Glik, D. C., Parker, K., Muligande, G., & Hategikamana, B. (2005). Integrating qualitative and quantitative survey techniques. International Quarterly of Community Health Education, 25(1-2), 115–133. https://doi.org/10.2190/W18N-5210-0457-XJN7
  • Graziano, W. G., & Eisenberg, N. (1997). Agreeableness: A dimension of personality. In Handbook of personality psychology. (pp. 795–824). Academic Press.
  • Gregersen, T., & Mercer, S. (Eds.) (2021). The Routledge handbook of the psychology of language learning and teaching. Routledge.
  • Griffiths, C. (2018). The strategy factor in successful language learning: The tornado effect. (Vol. 121). Multilingual Matters.
  • Habók, A., Kong, Y., Ragchaa, J., & Magyar, A. (2021). Cross-cultural differences in foreign language learning strategy preferences among Hungarian, Chinese and Mongolian University students. Heliyon, 7(3), e06505. https://doi.org/10.1016/j.heliyon.2021.e06505
  • Harman, G., Hayden, M., & Pham, T. N. (Eds.) (2009). Reforming higher education in Vietnam: Challenges and priorities. (Vol. 29). Springer Science & Business Media.
  • Hashim, H. U., Yunus, M. M., & Hashim, H. (2018). Language learning strategies used by adult learners of teaching english as a second language (TESL). TESOL International Journal, 13(4), 39–48.
  • Hsiao, K. L. (2017). Compulsive mobile application usage and technostress: the role of personality traits. Online Information Review, 41(2), 272–295. https://doi.org/10.1108/OIR-03-2016-0091
  • Izzah, N., Azisah, S., & Nurpahmi, S. (2021). Improving students’ ability in reading comprehension through the interactive compensatory model. English Language Teaching for EFL Learners, 3(2), 63–70. https://doi.org/10.24252/elties.v3i2.20128
  • Jauregi, K., De Graaff, R., Van den Bergh, H., & Kriz, M. (2012). Native/non-native speaker interactions through video-web communication: A clue for enhancing motivation? Computer Assisted Language Learning, 25(1), 1–19. https://doi.org/10.1080/09588221.2011.582587
  • Judge, T. A., & Bono, J. E. (2001). Relationship of core self-evaluations traits—self-esteem, generalized self-efficacy, locus of control, and emotional stability—with job satisfaction and job performance: A meta-analysis. Journal of Applied Psychology, 86(1), 80–92. https://doi.org/10.1037/0021-9010.86.1.80
  • Kayaoğlu, M. N. (2013). Impact of extroversion and introversion on language-learning behaviors. Social Behavior and Personality, 41(5), 819–825. https://doi.org/10.2224/sbp.2013.41.5.819
  • Kumar, S., & Jagacinski, C. M. (2011). Confronting task difficulty in ego involvement: Change in performance goals. Journal of Educational Psychology, 103(3), 664–682. https://doi.org/10.1037/a0023336
  • Larsen-Freeman, D., & Long, M. H. (2014). An introduction to second language acquisition research. Routledge.
  • Leenknecht, M., Hompus, P., & van der Schaaf, M. (2019). Feedback seeking behaviour in higher education: the association with students’ goal orientation and deep learning approach. Assessment & Evaluation in Higher Education, 44(7), 1069–1078. https://doi.org/10.1080/02602938.2019.1571161
  • Lestari, M., & Wahyudin, A. Y. (2020). Language learning strategies of undergraduate EFL students. Journal of English Language Teaching and Learning, 1(1), 25–30. https://doi.org/10.33365/jeltl.v1i1.242
  • Leutwyler, B. (2009). Metacognitive learning strategies: Differential development patterns in high school. Metacognition and Learning, 4(2), 111–123. https://doi.org/10.1007/s11409-009-9037-5
  • Li, X., & Brand, M. (2009). Effectiveness of music on vocabulary acquisition, language usage, and meaning for mainland Chinese ESL learners. Contributions to Music Education, 36(1), 73–84.
  • Lightbown, P. M., & Spada, N. (2013). How languages are learned 4th edition-Oxford Handbooks for Language Teachers. Oxford University Press.
  • Lonsdale, A. J., & North, A. C. (2011). Why do we listen to music? A uses and gratifications analysis. British Journal of Psychology (London, England: 1953), 102(1), 108–134. https://doi.org/10.1348/000712610X506831
  • Ludke, K. M., Ferreira, F., & Overy, K. (2014). Singing can facilitate foreign language learning. Memory & Cognition, 42(1), 41–52. https://doi.org/10.3758/s13421-013-0342-5
  • Macaro, E. (2001). Analysing student teachers’ codeswitching in foreign language classrooms: Theories and decision making. The Modern Language Journal, 85(4), 531–548. https://doi.org/10.1111/0026-7902.00124
  • MacIntyre, P. D., & Charos, C. (1996). Personality, attitudes, and affect as predictors of second language communication. Journal of Language and Social Psychology, 15(1), 3–26. https://doi.org/10.1177/0261927X960151001
  • MacIntyre, P. D., & Legatto, J. J. (2011). A dynamic system approach to willingness to communicate: Developing an idiodynamic method to capture rapidly changing affect. Applied Linguistics, 32(2), 149–171. https://doi.org/10.1093/applin/amq037
  • Mackey, A., & Goo, J. (2007). Interaction research in SLA: A meta-analysis and research synthesis. In Conversational interaction in second language acquisition. Oxford applied linguistics. (pp. 407–453). Oxford University Press.
  • Marashi, H., & Ranjbar, A. A. (2018). Creativity Vis-À-Vis speaking among extrovert and introvert EFL learners. Indonesian EFL Journal, 4(1), 11–22. https://doi.org/10.25134/ieflj.v4i1.794
  • McCrae, R. R., & Costa, P. T. (1987). Validation of the five-factor model of personality across instruments and observers. Journal of Personality and Social Psychology, 52(1), 81–90. https://doi.org/10.1037/0022-3514.52.1.81
  • McCrae, R. R., Costa, P. T., Pedroso de Lima, M., Simões, A., Ostendorf, F., Angleitner, A., Marusić, I., Bratko, D., Caprara, G. V., Barbaranelli, C., Chae, J. H., & Piedmont, R. L. (1999). Age differences in personality across the adult life span: Parallels in five cultures. Developmental Psychology, 35(2), 466–477. https://doi.org/10.1037/0012-1649.35.2.466
  • McCroskey, J. C., & Richmond, V. P. (1992). An instructional communication program for in-service teachers. Communication Education, 41(2), 215–223. https://doi.org/10.1080/03634529209378881
  • Mutlu, A. K., Andarab, M. S., & Karacan, C. G. (2019). Self-efficacy and the use of compensatory strategies: A study on EFL learners. European Journal of Educational Research, 8(1), 249–255. https://doi.org/10.12973/eu-jer.8.1.249
  • Myers, I. B., & McCaulley, M. H. (1988). Myers-Briggs type indicator: MBTI. Consulting Psychologists Press.
  • Natsumi, W. (2000). Language learning strategy and personality variables: Focusing on extroversion and introversion. IRAL: International Review of Applied Linguistics in Language Teaching, 38(1), 71–81. https://doi.org/10.1515/iral.2000.38.1.71
  • Nguyen, P. M., Terlouw, C., & Pilot, A. (2006). Culturally appropriate pedagogy: the case of group learning in a Confucian Heritage Culture context. Intercultural Education, 17(1), 1–19. https://doi.org/10.1080/14675980500502172
  • Nguyen, T. M., & Trinh, L. Q. (2011). Learners’ metacognitive strategy use and reading comprehension: insights from a Vietnamese context. Journal on English Language Teaching, 1(1), 9–19.
  • Nguyen, D. P., Vickers, M., Ly, T. M. C., & Tran, M. D. (2016). Internationalizing higher education (HE) in Vietnam: Insights from higher education leaders–an exploratory study. Education + Training, 58(2), 193–208. https://doi.org/10.1108/ET-08-2015-0072
  • Nisbet, J., & Shucksmith, J. (2017). Learning strategies. Routledge.
  • Noprianto, E. (2017). Extrovert versus introvert students: What EFL learning strategy do they use. Asian TEFL, 2(2), 119–135.
  • Oanh, D. T. H., & Hien, N. T. (2006). Memorization and EFL students’ strategies at university level in Vietnam. TESL-EJ, 10(2), n2.
  • Oxford, R. L., Holloway, M. E., & Horton-Murillo, D. (1992). Language learning styles: Research and practical considerations for teaching in the multicultural tertiary ESL/EFL classroom. System, 20(4), 439–456. https://doi.org/10.1016/0346-251X(92)90057-A
  • Oxford, R., & Nyikos, M. (1989). Variables affecting choice of language learning strategies by university students. The Modern Language Journal, 73(3), 291–300. https://doi.org/10.2307/327003
  • Petric, D. (2022). The introvert-ambivert-extrovert spectrum. Open Journal of Medical Psychology, 11(03), 103–111. https://doi.org/10.4236/ojmp.2022.113008
  • Pham, T. (2021). Attitude and motivation in language learning: A review. Journal of English Language Teaching and Applied Linguistics, 3(5), 64–72. https://doi.org/10.32996/jeltal.2021.3.5.7
  • Pittenger, D. J. (2005). Cautionary comments regarding the Myers-Briggs type indicator. Consulting Psychology Journal: Practice and Research, 57(3), 210–221. https://doi.org/10.1037/1065-9293.57.3.210
  • Pulido, D., & Hambrick, D. Z. (2008). The” Virtuous” circle: Modeling individual differences in L2 reading and vocabulary development. Reading in a Foreign Language, 20(2), 164–190.
  • Rao, Z. (2002). Chinese students’ perceptions of communicative and non-communicative activities in EFL classroom. System, 30(1), 85–105. https://doi.org/10.1016/S0346-251X(01)00050-1
  • Salame, I. I., & Thompson, A, Asst. Prof., The Department of Chemistry and Biochemistry and the School of Education, The City College of New York of the City University of New York, USA, [email protected]. (2020). Students’ Views on Strategic Note-Taking and Its Impact on Performance, Achievement, and Learning. International Journal of Instruction, 13(2), 1–16. https://doi.org/10.29333/iji.2020.1321a
  • Shehni, M. C., & Khezrab, T. (2020). Review of literature on learners’ personality in language learning: focusing on extrovert and introvert learners. Theory and Practice in Language Studies, 10(11), 1478–1483. https://doi.org/10.17507/tpls.1011.20
  • Smith, B. (2013). Mentoring at-risk students through the hidden curriculum of higher education. Lexington Books.
  • Stewart, J. (2019). Supporting introverted students. BU Journal of Graduate Studies in Education, 11(1), 47–50.
  • Swain, M. (2001). Examining dialogue: Another approach to content specification and to validating inferences drawn from test scores. Language Testing, 18(3), 275–302. https://doi.org/10.1177/026553220101800302
  • Thao, L. T., & Mai, L. X. (2020). English language teaching reforms in Vietnam: EFL teachers’ perceptions of their responses and the influential factors. Innovation in Language Learning and Teaching, 16(1), 29–40. https://doi.org/10.1080/17501229.2020.1846041
  • Tuan, L. T. (2011). EFL learners’ learning styles and their attributes. Mediterranean Journal of Social Sciences, 2(2), 299–320.
  • Valencia Robles, J. (2018). Current perspectives of teaching English through affective learning strategies. Global Journal of Foreign Language Teaching, 8(4), 154–157. https://doi.org/10.18844/gjflt.v8i4.3088
  • Vandergrift, L., & Tafaghodtari, M. H. (2010). Teaching L2 learners how to listen does make a difference: An empirical study. Language Learning, 60(2), 470–497. https://doi.org/10.1111/j.1467-9922.2009.00559.x
  • Vu, T. T. (2021). Early childhood education in Vietnam, history, and development. International Journal of Child Care and Education Policy, 15(1), 1–18. https://doi.org/10.1186/s40723-020-00080-4
  • Vu, D. V., & Peters, E. (2021). Vocabulary in English language learning, teaching, and testing in Vietnam: A review. Education Sciences, 11(9), 563. https://doi.org/10.3390/educsci11090563
  • Wang, I. K. H., & Wang, I. K. H. (2018). Learning vocabulary strategically in a study-abroad context. (pp. 231–268). Springer International Publishing.
  • Yeheskel, A., & Rawal, S. (2019). Exploring the ‘patient experience’of individuals with limited English proficiency: A scoping review. Journal of Immigrant and Minority Health, 21(4), 853–878. https://doi.org/10.1007/s10903-018-0816-4
  • Zafar, S., Khan, Z. A., & Meenakshi, K. (2017). Extraversion-introversion tendencies and their relationship with ESL proficiency: A study of Chinese students in Vellore. India. Pertanika Journal of Social Sciences & Humanities, 25(2), 687–704.
  • Zakaria, N., Hashim, H., & Yunus, M. M. (2019). A review of affective strategy and social strategy in developing students’ speaking skills. Creative Education, 10(12), 3082–3090. https://doi.org/10.4236/ce.2019.1012232