Language learning strategy and personality variables: Focusing on

extroversion and Introversion

Presenter: Minyeh TsaiInstructor: Dr. Teresa Hsu

Mar. 11, 2013

Natsumi Wakamoto

EI

Citation

Wakamoto, N. (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.

2

Table of contents

I. Introduction

II. Literature Review

III. Methodology

IV. Results and Discussion

V. Conclusion3

Introduction

4

Introduction

In Japan where English is learned as a foreign language (EFL), with large classes of forty students and only one teacher, it's quite difficult for teachers to take learners' individual factors or learning strategies into consideration.

5

Purpose

To determine differences in strategy use between extroverted learners and introverted learners; that is to identify the LLS (language learning strategy) most typically used by extroverted learners and introverted learners.

6

Literature review

7

Literature Review

Extroversion or Introversion is a widely acknowledged concept, and it seems that one can judge whether one's own personality is introverted or extroverted.

(Wakamoto, 2000)

8

Literature Review

According to Sakano, extroversion and Introversion coexist in every person, but in a different ratio and people are judged relatively extroverted or introverted.

(Sakano, 1990)9

Literature Review

Extroverts

Introverts

Social strategies

Functional practice strategies

Learning alone

Extroverts prefer social strategies and functional practice strategies. On the other hand, introverts prefer learning alone best, avoiding social contact and surprise, and thus their strategies clearly contrast with those of extroverts.(Ehrman & Oxford, 1990)

Functional practice strategies:Seeking practice opportunities outside class

Social strategies:Cooperating with others or asking for clarification

10

Method

11

Method

12

MBTI questionnaire

13

SILL questionnaire

I ask English speakers to correct me when I talk. (1) never or almost never true of me (2) usually not true of me (3) somewhat true of me (4) usually true of me (5) always or almost true of me

I practice English with other students. (1)never or almost never true of me (2) usually not true of me(3) somewhat true of me(4) usually true of me(5) always or almost true of me 14

Results and discussion

15

Descriptive statistics: MBTI

There are more extroverts than introverts as far as the informants in this study are concerned.

16

Factor 113 items (functional practice strategies) Factor 212 items (strategies for maintaining communication)Factor 39 items (metacognitive strategies)Factor 48 items (memory strategies)Factor 56 items (social-affective strategies)Factor 62 items (general study strategies)

Factor analysis for SILL

17

Factor 1 and Factor 5 have a positive significant correlation with extroversion and no significant correlation was found with introversion.

Pearson’s correlation coefficients between extroversion/introversion and six factors

18

Table 4 shows that extroverts are using Factor l and 5 strategies significantly more than introverts.

T-test for differences between I-Group and E-Group

19

Significant correlations: Extroversion/introversion and SILL in the result of T-tests for differences between I-Group and E-Group

The author found great variance of subjects from very introverted to very extroverted. 20

Discussions

I. We could see the range in the variance of learners' extroversion and Introversion.

II. We could see the significantly correlated LLS for extroverts, which are labeled functional practice strategies and social-affective strategies.

III. With regard to introverts, we could see no preferred LLS; however, this might have been caused by the data collection method.

21

Conclusion

22

Conclusion

We could see some implications for teaching: ideas for strategy training and ideas for creating a low-risk climate in the classroom, using various modes of learning.

23

Limitation

In this study, 222 Japanese students majored in English were presumably high motivation to learn English; however, the results were be totally different if the students are in other fields instead of English major.

24

Thank you for listening.

woof

25