The present study aims to find out the role of personality traits in the prediction use of the Social English Language Learning Strategies (SELLSs) for learners of English as a foreign language. Four instruments were used, which were Adapted Inventory for Social English Language Learning Strategies based on Social category of Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords, A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were volunteer to participate in this research work. The intact classes were chosen. The results show that however, there is a significant relationship between four traits of personality and use of the SELLSs, but personality traits cannot be as a strong predictor to predict use of the SELLSs.
This document discusses several key concepts in psycholinguistics and language acquisition, including:
1. The affective domain and how it relates to successful language learning alongside the cognitive domain.
2. Egosentric factors like self-esteem and inhibition that can impact language acquisition.
3. Transactional factors such as empathy, extroversion, and aggression and their roles in social interactions important for language learning.
4. Theories of motivation including basic human needs/drives and instrumental vs. integrative motivation.
The document provides an overview of these important psychological and social factors in understanding second language acquisition.
The document summarizes research on personality factors that affect second language acquisition. It discusses theories of self-esteem, attribution, willingness to communicate, anxiety, empathy, extroversion, motivation, and intrinsic motivation in the classroom. Various studies show that affective factors like self-confidence, risk-taking, and facilitating anxiety can have positive effects on language learning, while factors like inhibition and debilitating anxiety may impede success. Teachers are encouraged to consider students' personalities, build self-efficacy, and use motivating techniques to promote language development.
Personality Factors In Second Language AcquisitionEulices Cordoba
The document discusses factors related to second language acquisition such as self-esteem, self-efficacy, willingness to communicate, motivation, anxiety, and extroversion. It notes that self-esteem and self-efficacy are important considerations in how students approach language learning. Anxiety can have a negative effect on the language learning process while motivation, intergroup climate and self-confidence may help increase students' willingness to communicate. Risk-taking and empathy are also discussed as important skills that can be encouraged to help students in second language acquisition.
Personality and language learning kel. 3-psikolinguistikekarambe
The document discusses personality factors that influence language learning, including egocentric factors like self-esteem and inhibition, transactional factors like empathy and aggression, and motivational factors. It covers Benjamin Bloom's taxonomy of the affective domain, outlines several personality traits, and differentiates between instrumental and integrative motivation. The conclusion restates that the document covered the affective domain, various egocentric, transactional, and motivational influences on language learning.
1) Several factors affect second language acquisition including internal factors like age and external factors like social context.
2) Age is an important factor as younger learners may acquire language more easily due to a critical period of language development ending at puberty. However, older learners have cognitive advantages that can also help acquisition.
3) Affective factors like anxiety, self-esteem, inhibition, and willingness to communicate also influence second language acquisition by impacting learners' emotional states and willingness to take risks when using the new language.
This document summarizes several factors that influence individual differences in second language acquisition: language aptitude, motivation, and learning strategies. It describes John Carroll's theory of language aptitude consisting of phonemic coding ability, grammatical sensitivity, inductive language learning ability, and rote learning ability. It defines instrumental, integrative, resultative, and intrinsic motivation. It categorizes learning strategies as cognitive, metacognitive, or social/affective and notes that good language learners are very active, aware of their learning process and style, and flexible in using appropriate strategies.
Individual Differences in Second Language Learning discusses various personality traits that may affect second language acquisition, including empathy, extroversion, self-esteem, inhibition, risk-taking, anxiety, attitudes, and egocentricity. While some studies found traits like extroversion and self-esteem are positively associated with L2 success, research results are mixed and relationships between traits and learning outcomes are complex. The document also covers motivation types, the role of identity and ethnicity in L2 learning, and Schumann's acculturation model relating social and psychological factors to L2 development. Overall, it concludes that clearly defining traits and their measurement is difficult, and individual characteristics interact in complex ways making it hard to predict their influence on
This document discusses several key concepts in psycholinguistics and language acquisition, including:
1. The affective domain and how it relates to successful language learning alongside the cognitive domain.
2. Egosentric factors like self-esteem and inhibition that can impact language acquisition.
3. Transactional factors such as empathy, extroversion, and aggression and their roles in social interactions important for language learning.
4. Theories of motivation including basic human needs/drives and instrumental vs. integrative motivation.
The document provides an overview of these important psychological and social factors in understanding second language acquisition.
The document summarizes research on personality factors that affect second language acquisition. It discusses theories of self-esteem, attribution, willingness to communicate, anxiety, empathy, extroversion, motivation, and intrinsic motivation in the classroom. Various studies show that affective factors like self-confidence, risk-taking, and facilitating anxiety can have positive effects on language learning, while factors like inhibition and debilitating anxiety may impede success. Teachers are encouraged to consider students' personalities, build self-efficacy, and use motivating techniques to promote language development.
Personality Factors In Second Language AcquisitionEulices Cordoba
The document discusses factors related to second language acquisition such as self-esteem, self-efficacy, willingness to communicate, motivation, anxiety, and extroversion. It notes that self-esteem and self-efficacy are important considerations in how students approach language learning. Anxiety can have a negative effect on the language learning process while motivation, intergroup climate and self-confidence may help increase students' willingness to communicate. Risk-taking and empathy are also discussed as important skills that can be encouraged to help students in second language acquisition.
Personality and language learning kel. 3-psikolinguistikekarambe
The document discusses personality factors that influence language learning, including egocentric factors like self-esteem and inhibition, transactional factors like empathy and aggression, and motivational factors. It covers Benjamin Bloom's taxonomy of the affective domain, outlines several personality traits, and differentiates between instrumental and integrative motivation. The conclusion restates that the document covered the affective domain, various egocentric, transactional, and motivational influences on language learning.
1) Several factors affect second language acquisition including internal factors like age and external factors like social context.
2) Age is an important factor as younger learners may acquire language more easily due to a critical period of language development ending at puberty. However, older learners have cognitive advantages that can also help acquisition.
3) Affective factors like anxiety, self-esteem, inhibition, and willingness to communicate also influence second language acquisition by impacting learners' emotional states and willingness to take risks when using the new language.
This document summarizes several factors that influence individual differences in second language acquisition: language aptitude, motivation, and learning strategies. It describes John Carroll's theory of language aptitude consisting of phonemic coding ability, grammatical sensitivity, inductive language learning ability, and rote learning ability. It defines instrumental, integrative, resultative, and intrinsic motivation. It categorizes learning strategies as cognitive, metacognitive, or social/affective and notes that good language learners are very active, aware of their learning process and style, and flexible in using appropriate strategies.
Individual Differences in Second Language Learning discusses various personality traits that may affect second language acquisition, including empathy, extroversion, self-esteem, inhibition, risk-taking, anxiety, attitudes, and egocentricity. While some studies found traits like extroversion and self-esteem are positively associated with L2 success, research results are mixed and relationships between traits and learning outcomes are complex. The document also covers motivation types, the role of identity and ethnicity in L2 learning, and Schumann's acculturation model relating social and psychological factors to L2 development. Overall, it concludes that clearly defining traits and their measurement is difficult, and individual characteristics interact in complex ways making it hard to predict their influence on
Factors that influence second language acquisition and learninglislieroyo1
This document discusses several key factors that influence second language acquisition, including motivation, attitude, age, intelligence, aptitude, learning styles, and personality. Motivation is one of the most important factors, and can be either integrative, relating to interest in the language and its culture, or instrumental, relating to practical uses of the language. Other important influences include a learner's attitude towards the language and its community, their age and any critical periods for language learning, general and multiple types of intelligence, as well as their language learning aptitude, style, personality traits like inhibition, anxiety and empathy.
This document discusses several models of second language acquisition and individual difference factors that influence language learning. It summarizes several key models including Krashen's Monitor Model, Brown and Fraser's framework, Gardner's educational model, Skehan's model of language learning influences, and Spolsky's model of second language learning. The document also discusses how individual difference factors like age, attitudes, motivation, intelligence, language aptitude, previous knowledge, familiarity with computers, interactions with native speakers, and language used in the community can impact language learning outcomes, though notes there are often interactions between these different factors.
This document discusses several factors that affect language learning strategies: motivation, gender, age, personality, and level of proficiency. Motivation has been shown to account for differences in second language success. Males and females tend to use different types of learning strategies, as do primary, secondary, and advanced learners. Personality traits like introversion and extraversion also impact language learning. Higher proficiency learners employ a greater variety of learning strategies than beginners.
This document discusses several factors that can influence second language acquisition:
1. Age - Younger learners acquire language faster but older learners learn at a faster rate. Adults have a disadvantage with pronunciation but an advantage in learning rate.
2. Aptitude - An individual's natural ability to learn language, consisting of abilities like identifying sound patterns and inferring rules. Aptitude contributes to but does not determine proficiency.
3. Motivation - A key factor in SLA, it can be integrative, instrumental, intrinsic, or extrinsic. Instrumental motivation tends to lead to better performance according to some research. Attitudes and motivation are interrelated and can change over time with external
Factors affecting second language learning strategieszilatesl
This document discusses several factors that affect second language learning strategies:
- Learners' proficiency level, with low-proficiency learners using more communication strategies and high-proficiency learners using more cognitive, metacognitive, and linguistic strategies.
- Motivation, with more motivated learners using strategies more frequently. Both integrative and instrumental motivation influenced strategy choice.
- Personality types, with extraverts preferring social strategies and introverts using metacognitive strategies more. Preferences also depend on tendencies towards group work vs independence.
- Gender, ethnicity, beliefs, and cultural background also influence the strategies language learners employ.
1. Many individual difference factors can influence second language acquisition, including motivation, personality, beliefs, age, aptitude, and learner strategies.
2. Age makes a difference in SLA, with younger learners generally acquiring a second language faster and to a higher level of proficiency, especially in terms of phonology. Children are also able to achieve native-like fluency while adults are more likely to retain an accent.
3. Motivation also plays an important role, with integrative motivation that involves identifying with the target language culture linked to more successful SLA outcomes than instrumental motivation focused on practical benefits alone.
Hi There, please kindly use my PPT for powering your learning, please let me know if you want to discuss more. Email : silviananda.putrierito@gmail.com
Social factors and second language acquistionBibi Halima
This document discusses several social factors that influence second language acquisition: age, gender, social class, and ethnic identity. It summarizes several studies that examined how these factors impact learners' proficiency and accent in a second language. For example, some studies found that younger learners have an advantage in acquiring a native-like accent, while gender can also influence proficiency levels, with females sometimes outperforming males. Social class is also linked to achievement, as learners from middle-class backgrounds tend to perform better. Ethnic identity plays a role as well, as acquiring a new language can impact one's sense of self and cultural identity. Overall, the document examines how social and contextual variables shape the second language learning process
The document discusses several personality factors that can impact language learning, including the affective domain, self-esteem, risk-taking, anxiety, social skills, empathy, extroversion, and motivation. It describes five levels of affectivity and categorizes self-esteem into three levels. The relationship between self-esteem and language success is explored, as well as how personality traits like extroversion, introversion, sensing, intuition, thinking, feeling, judging, and perceiving impact learning. Finally, it outlines six needs for motivation and the differences between instrumental and integrative motivation.
Major distinctions:
Difference between first and second language
Difference between acquisition and learning
Difference between explicit and implicit learning
Difference between second and foreign language
Spolsky's Model of Language Learning
Personality Factors In Second Language AcquisitionJacks Robert
The document discusses several factors related to second language acquisition, including self-esteem, self-efficacy, willingness to communicate, motivation, anxiety, risk-taking, empathy, and extroversion. It suggests that these affective factors can influence students' emotions and performance in acquiring a second language. The document poses questions about how these factors contribute to language learning and what teachers can do to help increase students' confidence and participation.
Individual differences in second language learningUTPL UTPL
The document discusses individual differences that can impact second language learning, including intelligence, aptitude, and learning styles. It describes research showing intelligence is related to certain language skills but not oral abilities. Aptitude tests measure the ability to learn sounds, grammar, and vocabulary. Learning styles, like field independence/dependence and Kolb's styles, influence how learners prefer to intake information. Educators hope understanding these differences can help all learners succeed.
This document discusses individual differences that may affect second language acquisition (SLA) across four categories: cognitive, affective, physiological, and social. It explores specific factors within each category, such as intelligence and language aptitude (cognitive), personality traits like extroversion and anxiety (affective), biological attributes like age and gender (physiological), and social influences including cultural identity and socialization processes. Several research studies are cited examining how these differences impact SLA.
This document summarizes an assignment presentation on individual differences and second language acquisition. It discusses several models of SLA that consider factors like age, attitude, motivation, intelligence, and learning aptitude. It also outlines findings on how these individual variables can influence language learning outcomes. The presentation analyzes models proposed by scholars like Naiman, Krashen, Brown, Fraser, Gardner, Skehan, and Spolsky to understand the role of individual learner differences.
This document discusses individual differences and their role in language learning. It summarizes several models of second language acquisition that incorporate individual variables like age, attitude, motivation, intelligence, and learning aptitude. These variables are proposed to interact with social/environmental factors and influence language learning outcomes. The document also provides more details on how certain individual variables like age, attitude, and motivation can impact language learning based on previous research findings.
This document discusses cognitive factors that influence second language learning. It identifies two main categories of internal factors - affective factors like motivation, anxiety, and attitudes; and cognitive factors like intelligence, language aptitude, and learning strategies. Language aptitude includes abilities like identifying sounds, understanding grammar, and memorizing words. Successful language learners employ a variety of learning strategies and teachers can help learners develop strategies that fit their strengths. Individual differences in these factors contribute to differences in how quickly or successfully students learn a new language.
The document discusses cognitive factors that influence success in second language learning. It identifies three key cognitive factors: intelligence, language aptitude, and language learning strategies. Intelligence refers to mental abilities measured by IQ tests, and may play a stronger role in rule-based language learning than communicative learning. Language aptitude comprises an individual's ability to identify sounds, understand word functions, deduce rules, and memorize words - it is one of the strongest indicators of success. Effective language learners employ helpful strategies like planning, monitoring, and rehearsal. Teachers can support students' development by understanding these cognitive factors and tailoring their instruction accordingly.
Differences of learners in second language acquisitionAuver2012
There are several factors that contribute to differences in how quickly or successfully individuals acquire a second language:
Age - Younger learners have advantages like brain plasticity and weaker identity, while older learners' advantages include learning capacity, analytic ability, and life experience.
Sex - Studies show females tend to acquire a second language faster due to greater motivation and sociability.
Aptitude - Includes abilities like phonemic coding, grammar sensitivity, inductive learning, and memory that determine an individual's language learning ability.
Motivation - Requires effort, desire, and positive attitudes towards integrating with the target culture or gaining benefits from the second language.
Cognitive styles and learning strategies - How individuals prefer
Field independence refers to the ability to perceive a relevant item in a distracting field, while field dependence refers to perceiving the total field as a unified whole rather than individual parts. Common compensatory strategies used by language learners include prefabricated patterns like memorized phrases without understanding components, code-switching between languages, and directly appealing for help when stuck for a word. Research on applying learning and communication strategies to classrooms has come to be known as communicative language teaching.
Este documento descreve a evolução dos transportes ao longo dos anos, desde a roda até os transportes modernos como o TGV, metrô, automóvel, transporte marítimo e aéreo. Detalha os primeiros desenvolvimentos como as estradas romanas e a invenção da bicicleta e do comboio movido a vapor, até as primeiras linhas ferroviárias em Portugal e a era dos transportes de alta velocidade e das grandes inovações do século XX.
Product Media Magazine: January - February 2016The BPMA
The document is a magazine for the promotional products industry that discusses:
- The challenges of the supply chain in 2016 and the bpma's plans to improve partnerships through a mystery shopper program.
- The importance of sales training in the industry and the bpma's education program.
- The launch of the first bpma Show in September 2016 at Silverstone, which will focus on product display and involve international partners.
- The bpma chair's vision for 2016, which includes expanded online education, industry research, and engagement with end user brands.
Factors that influence second language acquisition and learninglislieroyo1
This document discusses several key factors that influence second language acquisition, including motivation, attitude, age, intelligence, aptitude, learning styles, and personality. Motivation is one of the most important factors, and can be either integrative, relating to interest in the language and its culture, or instrumental, relating to practical uses of the language. Other important influences include a learner's attitude towards the language and its community, their age and any critical periods for language learning, general and multiple types of intelligence, as well as their language learning aptitude, style, personality traits like inhibition, anxiety and empathy.
This document discusses several models of second language acquisition and individual difference factors that influence language learning. It summarizes several key models including Krashen's Monitor Model, Brown and Fraser's framework, Gardner's educational model, Skehan's model of language learning influences, and Spolsky's model of second language learning. The document also discusses how individual difference factors like age, attitudes, motivation, intelligence, language aptitude, previous knowledge, familiarity with computers, interactions with native speakers, and language used in the community can impact language learning outcomes, though notes there are often interactions between these different factors.
This document discusses several factors that affect language learning strategies: motivation, gender, age, personality, and level of proficiency. Motivation has been shown to account for differences in second language success. Males and females tend to use different types of learning strategies, as do primary, secondary, and advanced learners. Personality traits like introversion and extraversion also impact language learning. Higher proficiency learners employ a greater variety of learning strategies than beginners.
This document discusses several factors that can influence second language acquisition:
1. Age - Younger learners acquire language faster but older learners learn at a faster rate. Adults have a disadvantage with pronunciation but an advantage in learning rate.
2. Aptitude - An individual's natural ability to learn language, consisting of abilities like identifying sound patterns and inferring rules. Aptitude contributes to but does not determine proficiency.
3. Motivation - A key factor in SLA, it can be integrative, instrumental, intrinsic, or extrinsic. Instrumental motivation tends to lead to better performance according to some research. Attitudes and motivation are interrelated and can change over time with external
Factors affecting second language learning strategieszilatesl
This document discusses several factors that affect second language learning strategies:
- Learners' proficiency level, with low-proficiency learners using more communication strategies and high-proficiency learners using more cognitive, metacognitive, and linguistic strategies.
- Motivation, with more motivated learners using strategies more frequently. Both integrative and instrumental motivation influenced strategy choice.
- Personality types, with extraverts preferring social strategies and introverts using metacognitive strategies more. Preferences also depend on tendencies towards group work vs independence.
- Gender, ethnicity, beliefs, and cultural background also influence the strategies language learners employ.
1. Many individual difference factors can influence second language acquisition, including motivation, personality, beliefs, age, aptitude, and learner strategies.
2. Age makes a difference in SLA, with younger learners generally acquiring a second language faster and to a higher level of proficiency, especially in terms of phonology. Children are also able to achieve native-like fluency while adults are more likely to retain an accent.
3. Motivation also plays an important role, with integrative motivation that involves identifying with the target language culture linked to more successful SLA outcomes than instrumental motivation focused on practical benefits alone.
Hi There, please kindly use my PPT for powering your learning, please let me know if you want to discuss more. Email : silviananda.putrierito@gmail.com
Social factors and second language acquistionBibi Halima
This document discusses several social factors that influence second language acquisition: age, gender, social class, and ethnic identity. It summarizes several studies that examined how these factors impact learners' proficiency and accent in a second language. For example, some studies found that younger learners have an advantage in acquiring a native-like accent, while gender can also influence proficiency levels, with females sometimes outperforming males. Social class is also linked to achievement, as learners from middle-class backgrounds tend to perform better. Ethnic identity plays a role as well, as acquiring a new language can impact one's sense of self and cultural identity. Overall, the document examines how social and contextual variables shape the second language learning process
The document discusses several personality factors that can impact language learning, including the affective domain, self-esteem, risk-taking, anxiety, social skills, empathy, extroversion, and motivation. It describes five levels of affectivity and categorizes self-esteem into three levels. The relationship between self-esteem and language success is explored, as well as how personality traits like extroversion, introversion, sensing, intuition, thinking, feeling, judging, and perceiving impact learning. Finally, it outlines six needs for motivation and the differences between instrumental and integrative motivation.
Major distinctions:
Difference between first and second language
Difference between acquisition and learning
Difference between explicit and implicit learning
Difference between second and foreign language
Spolsky's Model of Language Learning
Personality Factors In Second Language AcquisitionJacks Robert
The document discusses several factors related to second language acquisition, including self-esteem, self-efficacy, willingness to communicate, motivation, anxiety, risk-taking, empathy, and extroversion. It suggests that these affective factors can influence students' emotions and performance in acquiring a second language. The document poses questions about how these factors contribute to language learning and what teachers can do to help increase students' confidence and participation.
Individual differences in second language learningUTPL UTPL
The document discusses individual differences that can impact second language learning, including intelligence, aptitude, and learning styles. It describes research showing intelligence is related to certain language skills but not oral abilities. Aptitude tests measure the ability to learn sounds, grammar, and vocabulary. Learning styles, like field independence/dependence and Kolb's styles, influence how learners prefer to intake information. Educators hope understanding these differences can help all learners succeed.
This document discusses individual differences that may affect second language acquisition (SLA) across four categories: cognitive, affective, physiological, and social. It explores specific factors within each category, such as intelligence and language aptitude (cognitive), personality traits like extroversion and anxiety (affective), biological attributes like age and gender (physiological), and social influences including cultural identity and socialization processes. Several research studies are cited examining how these differences impact SLA.
This document summarizes an assignment presentation on individual differences and second language acquisition. It discusses several models of SLA that consider factors like age, attitude, motivation, intelligence, and learning aptitude. It also outlines findings on how these individual variables can influence language learning outcomes. The presentation analyzes models proposed by scholars like Naiman, Krashen, Brown, Fraser, Gardner, Skehan, and Spolsky to understand the role of individual learner differences.
This document discusses individual differences and their role in language learning. It summarizes several models of second language acquisition that incorporate individual variables like age, attitude, motivation, intelligence, and learning aptitude. These variables are proposed to interact with social/environmental factors and influence language learning outcomes. The document also provides more details on how certain individual variables like age, attitude, and motivation can impact language learning based on previous research findings.
This document discusses cognitive factors that influence second language learning. It identifies two main categories of internal factors - affective factors like motivation, anxiety, and attitudes; and cognitive factors like intelligence, language aptitude, and learning strategies. Language aptitude includes abilities like identifying sounds, understanding grammar, and memorizing words. Successful language learners employ a variety of learning strategies and teachers can help learners develop strategies that fit their strengths. Individual differences in these factors contribute to differences in how quickly or successfully students learn a new language.
The document discusses cognitive factors that influence success in second language learning. It identifies three key cognitive factors: intelligence, language aptitude, and language learning strategies. Intelligence refers to mental abilities measured by IQ tests, and may play a stronger role in rule-based language learning than communicative learning. Language aptitude comprises an individual's ability to identify sounds, understand word functions, deduce rules, and memorize words - it is one of the strongest indicators of success. Effective language learners employ helpful strategies like planning, monitoring, and rehearsal. Teachers can support students' development by understanding these cognitive factors and tailoring their instruction accordingly.
Differences of learners in second language acquisitionAuver2012
There are several factors that contribute to differences in how quickly or successfully individuals acquire a second language:
Age - Younger learners have advantages like brain plasticity and weaker identity, while older learners' advantages include learning capacity, analytic ability, and life experience.
Sex - Studies show females tend to acquire a second language faster due to greater motivation and sociability.
Aptitude - Includes abilities like phonemic coding, grammar sensitivity, inductive learning, and memory that determine an individual's language learning ability.
Motivation - Requires effort, desire, and positive attitudes towards integrating with the target culture or gaining benefits from the second language.
Cognitive styles and learning strategies - How individuals prefer
Field independence refers to the ability to perceive a relevant item in a distracting field, while field dependence refers to perceiving the total field as a unified whole rather than individual parts. Common compensatory strategies used by language learners include prefabricated patterns like memorized phrases without understanding components, code-switching between languages, and directly appealing for help when stuck for a word. Research on applying learning and communication strategies to classrooms has come to be known as communicative language teaching.
Este documento descreve a evolução dos transportes ao longo dos anos, desde a roda até os transportes modernos como o TGV, metrô, automóvel, transporte marítimo e aéreo. Detalha os primeiros desenvolvimentos como as estradas romanas e a invenção da bicicleta e do comboio movido a vapor, até as primeiras linhas ferroviárias em Portugal e a era dos transportes de alta velocidade e das grandes inovações do século XX.
Product Media Magazine: January - February 2016The BPMA
The document is a magazine for the promotional products industry that discusses:
- The challenges of the supply chain in 2016 and the bpma's plans to improve partnerships through a mystery shopper program.
- The importance of sales training in the industry and the bpma's education program.
- The launch of the first bpma Show in September 2016 at Silverstone, which will focus on product display and involve international partners.
- The bpma chair's vision for 2016, which includes expanded online education, industry research, and engagement with end user brands.
O documento é um relatório de atividades matemáticas de um paciente chamado Monomono Monono no consultório do Dr. Geralmático, incluindo informações sobre experiências matemáticas realizadas pelo Prof. Materaldo e links para sites sobre matemática.
Product Media Magazine: July - August 2016The BPMA
This document provides a summary of the July/August 2016 issue of Product Media Magazine, the official magazine of the British Promotional Merchandise Association (bpma). It includes summaries of news items such as Fluid Branding expanding its UK operations, CHX Products winning a contract to produce Blue Peter badges from recycled materials, and Outstanding Manchester holding a successful regional end-user show. It also advertises upcoming events like Promotional Products Week and the bpma conference and awards. The document provides an overview of various articles and features within the magazine issue.
O documento discute a história dos barcos, como eles flutuam na água usando princípios da física e geometria, e como foram construídos para transportar pessoas e cargas por meio da água.
50 Reasons why you should belong to the bpmaThe BPMA
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
- The document is a magazine that discusses various topics related to the promotional merchandise industry.
- It begins by welcoming readers to the 6th issue and discussing important issues covered, including the upcoming UK referendum on Europe and how the outcome could affect businesses.
- Other sections discuss the impact of the national minimum wage increase, a company achieving an information security standard, a member being recognized in an American trade publication, and new members joining industry organizations.
La teoría de enfermería transcultural fue desarrollada por Madeleine Leininger. Se centra en comprender las diferencias culturales en torno a la salud, la enfermedad y los cuidados. Busca proporcionar una atención culturalmente competente a personas de diversas culturas. La teoría podría transformar la enfermería para comprender mejor las necesidades en un mundo multicultural y solucionar problemas de salud.
Product Media Magazine: September - October 2016The BPMA
This document is a magazine for the promotional products industry covering various topics:
- The bpma Show is taking place at Silverstone and there is excitement around the new format event.
- Promotional Products Week from 12-16 September encourages taking photos/videos with promotional products and donating to pancreatic cancer charity.
- Tips are provided on ways companies can promote their brand during Promotional Products Week through various marketing and PR activities.
- News items include a new garment decorator of the year award, changes to the PSI trade show dates and opening to customers, and a partnership between USB company USB2U and flash drive manufacturer Kingston.
This document outlines a project to design and implement a tool for solving business optimization problems using operations research techniques. It lists the team members and provides an abstract, introduction, objectives, methodology, outcomes, literature review, and project plan. The tool will generate optimal solutions for problems involving resource allocation, production planning, transportation, and routing using linear programming, transportation models, assignment problems, and game theory.
Key interview strategies for keeping the media onside. Keeping your reputatio...CharityComms
The document discusses strategies for experts to effectively engage with the media, including developing key messages, practicing interview skills, and learning protocols. It focuses on constructing concise "newslines," displaying optimal on-air characteristics, and handling challenging questions and situations through case studies and simulations. The training also provides guidance on selecting spokespeople and becoming a valued information source for journalists.
O jogo de Trilha tem dois participantes, que usam um tabuleiro para jogar.
Jogadores - 2
Peças - 18 peças sendo 9 brancas e 9 pretas.
Tabuleiro - tabuleiro com 24 casa interligados horizontalmente e verticalmente.
Objetivo - Deixar o adversário com 2 peças no tabuleiro ou deixá-lo sem movimentos.
La BIOS es un firmware presente en las computadoras que contiene las instrucciones más básicas para localizar el sistema operativo en la memoria RAM, brindar comunicación de bajo nivel con el hardware, y configurar los dispositivos residentes. La BIOS establece la lógica de más bajo nivel para controlar los circuitos electrónicos y es un híbrido de software y hardware al estar integrada en la parte electrónica pero proporcionar lógica a través de un lenguaje de programación. A pesar de estar en una memoria de solo lectura
O documento discute o conceito de dualismo, que admite a coexistência do espírito e da matéria. Apresenta os principais teóricos como Platão, Aristóteles e Descartes e explica que o dualismo foi influenciado pela filosofia greco-romana. Também discute como o dualismo lançou as bases para crenças espiritualistas e comparou o dualismo pagão com a visão bíblica cristã da criação.
The document discusses several models that examine the relationship between individual differences and language learning. It summarizes models that view individual variables as independent factors affecting learning outcomes, as well as models that see the variables as interdependent. The models covered include the Good Language Learner model, Monitor Theory model, Brown and Fraser's framework, Levin's schematic model, Gardner's educational model, Skehan's model of influences, and Spolsky's model of second language learning. The document also lists several individual difference factors that may affect Computer-Assisted Language Learning outcomes.
Este documento describe la histología del estómago humano. Explica la organización histológica general del estómago en cuatro capas (mucosa, submucosa, muscular y serosa) y describe las funciones del estómago. Además, detalla los diferentes tipos de glándulas y células encontradas en las diferentes regiones del estómago, incluidas las glándulas cardiales, corpofúndicas y pilóricas.
Marie Curie fue una pionera en el campo de la radiactividad y la primera persona en ganar dos Premios Nobel. Nacida en Polonia en 1867, Curie se mudó a París para estudiar en la Sorbona y conoció a su futuro esposo Pierre Curie, con quien estudió las propiedades radiactivas del uranio y descubrió los elementos polonio y radio. Junto con su esposo y Henri Becquerel, Curie ganó el Premio Nobel de Física en 1903, y luego ganó el Premio Nobel de Química en 1911 por sus logros en el
Product Media Magazine: March - April 2016The BPMA
The document is a magazine for the promotional products industry that provides news and information on upcoming industry events, new products, company profiles, and technology trends. It highlights the speakers and topics that will be covered at the upcoming bpma conference in May and looks at how UK manufacturers are innovating in the sector. The magazine also previews some of the new products and designs that will be on display at industry trade shows.
La teoría de Leininger sobre la diversidad y universalidad de los cuidados culturales se basa en las disciplinas de la antropología y la enfermería. Su objetivo es mejorar los cuidados culturales para que sean beneficiosos y se adapten a los estilos de vida saludables de las personas. La enfermería transcultural implica proporcionar cuidados coherentes con los valores y creencias culturales de los pacientes.
Use of the metacognitive english language learning strategies based on person...Dr. Seyed Hossein Fazeli
The present study aims to find out the relationship between use of the Metacognitive English Language Learning Strategies (MELLSs) for learners of English as a foreign language based on personality traits, and the role of personality traits in the prediction of use of such Strategies. Four instruments were used, which were Adapted Inventory for Metacognitive English Language Learning Strategies based on Metacognitive category of Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords (1990), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were asked to participate in this research work. The intact classes were chosen. The results show that however, there is a significant relationship between four traits of personality and use of the MELLSs, but personality traits cannot be as a strong predictor with high percent of contribution to predict use of the MELLSs.
The impact of personality traits on the affective category of english languag...Dr. Seyed Hossein Fazeli
The present study aims at discovering the impact of personality traits in the prediction use of the Affective English Language Learning Strategies (AELLSs) for learners of English as a foreign language. Four instruments were used, which were Adapted Inventory for Affective English Language Learning Strategies based on Affective category of Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords (1990), A Background
Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were volunteers to participate in this research work. The intact classes were chosen. The results show that although there is a significant relationship between each of the two traits of personality and use of the AELLSs, personality cannot be a strong predictor with high percentage of contribution to predict use of the AELLSs.
The influence of personality traits on the use of memory english language lea...Dr. Seyed Hossein Fazeli
The present study aims to find out the influence of personality traits on the choice and use of Memory English Language Learning Strategies (MELLSs) for learners of English as a foreign language, and the role of personality traits in the prediction of use of such Strategies. Four instruments were used, which were Adapted Inventory for Memory English Language Learning Strategies based on Memory category of Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords (1990), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were volunteer to participate in this research work. The intact classes were chosen. The results show that however, there is a significant relationship between four traits of personality and the choice and use of MELLSs, but personality traits cannot be as a strong predictor with high percent of contribution to predict the choice and use of the MELLSs.
The role of personality traits in the choice and use of the compensation cate...Dr. Seyed Hossein Fazeli
The present study aims to find out the role of personality traits in the prediction choice and use of the Compensatory English Language Learning Strategies (CELLSs) for learners of English as a foreign language. Four instruments were used, which were Adapted Inventory for Compensatory English Language Learning Strategies based on Compensation category of Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords (1990), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, volunteered to participate in this study. The intact classes were chosen. The results show that however, there is a significant relationship between each of three traits of personality and the choice and use of the cells, but personality traits cannot be a strong predictor to predict the choice and use of the CELLSs.
The relationship between the neuroticism trait and use of the english languag...Dr. Seyed Hossein Fazeli
The present study aims to find out the relationship between the Neuroticism trait and English Language Learning Strategies (ELLSs) for learners of English as a foreign language. Four instruments were used, which were Persian adapted Strategy Inventory for Language Learning (SILL), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were volunteer to participate in this research work. The intact classes were chosen. The results show that there is significant relationship between the Neuroticism trait and use each of four of the six categories of ELLSs (Memory Strategies, Cognitive Strategies, Metacognitive Strategies, and Social Strategies).
The relationship between the extraversion trait and use of the english langua...Dr. Seyed Hossein Fazeli
The present study aims to find out the relationship between the Extraversion trait and use of the English Language Learning Strategies (ELLSs) for learners of English as a foreign language. Four instruments were used, which were Persian adapted Strategy Inventory for Language Learning (SILL), a Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran were the volunteer to participate in this research work. The intact classes were chosen. The results show that there is a significant relationship between the Extraversion trait and use of the each of three of the six categories of ELLSs (Memory Strategies, Meta-cognitive Strategies, and Social Strategies).
The overall relationships between the use of english language learning strate...Dr. Seyed Hossein Fazeli
This study explored relationships between English language learning strategies and personality traits among 213 female university students in Iran studying English. Questionnaires were used to measure strategy use, personality traits, English proficiency, and background. Results showed both positive and negative correlations between strategy use and certain personality traits. Metacognitive strategies were most frequently used. Neuroticism correlated negatively with memory strategy use, while extraversion, openness, conscientiousness correlated positively with various strategies. Overall some relationships were found between personality and strategy use.
Iranian Medical Students’ Attitudes towards English Language Learning ahmad faizul shah
1) The study examined attitudes towards English language learning among 40 Iranian medical students. It investigated the emotional, cognitive, and behavioral aspects of their attitudes.
2) The results showed that the students had an overall positive attitude towards English language learning, with a mean score of 65.4 out of 100. The behavioral aspect had the lowest mean score (63.6) while the emotional aspect had the highest (68.9).
3) Independent t-tests found that male students had a slightly more positive attitude than female students.
The relationship between the conscientiousness trait and use of the english l...Dr. Seyed Hossein Fazeli
The present study aims to find out the relationship between the Conscientiousness trait and English Language Learning Strategies (ELLSs) for learners of English as a foreign language. Four instruments were used, which were Persian adapted Strategy Inventory for Language Learning (SILL), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were volunteer to participate in this research work. The intact classes were chosen. The results show that there is a significant relationship between the Conscientiousness trait and use of the each of six categories of ELLSs.
The exploring nature of methodology in the current studies of language learni...Dr. Seyed Hossein Fazeli
There is not a method abandoned as what it might be called a baby-and-bathwater type reaction. Still all the methods have failed to deliver quit the hoped-for miracles. In this way, methodology alone can never be a solution to find what is searching. Rather it is an aid and suggestion. In addition, in the case of methodology, it is true that we are moving in risky area. Research on the related literature of Language Learning Strategies (LLSs) shows that LLSs has a history of only thirty years that is much sporadic (Chamot, 2005a). Recently such strategies have been the focus of specific research (Oxford, 1990), and much of the research was descriptive. The Strategy Inventory for Language Learning(SILL) of Rebecca L. Oxford which is a kind of self-report questionnaire, as an important instrument to measure LLSs, has been used extensively by researchers in many countries, its reliability has been checked in multiple ways, and has been reported as high validity, reliability, and utility(Oxford, 1996a). In the current study, the investigator aims to explore nature of methodology and the use of SILL in the studies of LLSs.
Does applying vocabulary learning strategies vary based on gender the case of...Alexander Decker
1. The document examines differences in vocabulary learning strategies used by male and female Turkish EFL learners.
2. It analyzes data from a study that assessed the frequency of 44 vocabulary learning strategies, including psycholinguistic and metacognitive strategies, among undergraduate students.
3. The findings showed that female respondents reported slightly higher use of psycholinguistic strategies, metacognitive strategies, and overall strategy use compared to male respondents.
The use and ranking of different english language learning strategies by engl...Dr. Seyed Hossein Fazeli
This study aims to rank types of English language learning strategies that are used by Iranian female university level learners of English language as a university major. The results show that except the Metacognitive Strategies category, the mean score for each of the five categories fell in the range of medium strategy use.
The psychometric analysis of the persian version of the strategy inventory fo...Dr. Seyed Hossein Fazeli
This document summarizes a study that analyzed the psychometric qualities of the Persian version of the Strategy Inventory for Language Learning (SILL). The SILL was translated into Persian and administered along with a background questionnaire and English proficiency test to 213 Iranian university students studying English. Statistical analyses found the Persian SILL to be valid and reliable for measuring language learning strategies in Persian, consistent with previous validations of the SILL in other languages.
This study investigated the language learning strategies used by Cambodian EFL students. It surveyed 159 students using a questionnaire based on Oxford's Strategy Inventory for Language Learning. The findings were:
1) Students reported a high overall use of language learning strategies, with the most frequently used being metacognitive strategies.
2) While males reported a slightly higher use of strategies overall, there was no statistically significant difference found between males and females in their overall strategy use or in most individual strategy categories.
3) Indirect strategies like metacognitive, affective and social strategies tended to be used more than direct strategies like memory, cognitive and compensation strategies.
This study investigated the language learning strategies used by Cambodian EFL students. It surveyed 159 students using a questionnaire based on Oxford's Strategy Inventory for Language Learning. The findings were:
1) Students reported a high overall use of language learning strategies, with the most frequently used being metacognitive strategies.
2) There was no significant difference between male and female students in their overall use of language learning strategies. Some individual strategies showed differences but not the overall use.
3) Indirect strategies like metacognitive, affective and social strategies were used more frequently than direct strategies like memory, cognitive and compensation strategies.
Assignment 6. Protocol and Data Analysis-Sample video presentation [Autoguard...SuzMtzg
This document discusses research on factors that affect English language learning. It aims to identify the level of influence of sociocultural level, geographical location, motivation, and personal factors on students' English acquisition. The study was conducted on students from a technical high school in Chiapas, Mexico. The theoretical framework discusses theories of foreign language learning and acquisition, noting the importance of English as a global language. It also covers differences between native and non-native speakers and learning theories such as behaviorism and innatism.
The exploring nature of language learning strategies (ll ss) and their relati...Dr. Seyed Hossein Fazeli
This document summarizes research on language learning strategies and their relationship to various variables, with a focus on personality traits. It provides an overview of the literature on language learning strategies, noting they can be taught to learners and are influenced by factors like proficiency, culture, and personality. The document indicates that while research has found links between certain personality traits and language learning, the results are mixed. It concludes that more research is needed on the role of individual differences and personality traits in language learning strategy use.
Thesis Summary by Amir Hamid Forough Ameri
The Relationship Between Extraversion/Introversion
and Iranian EFL Learners’
Language Learning Strategy Preferences
Thesis summary by amir hamid forough ameriahfameri
This document is a thesis that examines the relationship between extraversion/introversion and the language learning strategy preferences of Iranian EFL learners. It begins with an introduction that provides background on individual differences in language learning and defines key terms. The literature review finds few studies directly investigating the relationship between personality and strategy use. The methodology section describes the 100 participant sample and questionnaires used to measure extraversion/introversion and strategy use. Results show cognitive and metacognitive strategies were most preferred and extraverts used strategies more frequently than introverts. The conclusion is that personality influences strategy frequency.
An Evaluation of the New Interchange SeriesAJHSSR Journal
ABSTRACT: In language teaching and learning, textbooks can play a very important role. As Riazi (2002)
stated,textbooks are the second effective factor in every classroom after the teacher. Therefore, choosing an
appropriate textbook for a class has been one of the most essential tasks for teachers and curriculum planners.
Thus, it is clear that evaluating a textbook is of great importance in order to achieve the desired objectives.In
this paper, Littlejohn‟s framework (1998) is employed in this attempt with the aim of evaluating the New
Interchange Serieswritten by Richards, Hull and Proctor (2006). This framework evaluates theselected textbook
regardless of how it is used in the classroom. In sum, the analysis indicated that the New Interchange
Seriesdon‟temploy learners or the teachers as a source for its content; rather, they pay attention mainly on pair
works and meaning. They also encourage students to use the language, andmore importantly they usually
require them to talk and discuss rather than to be a listener.However, there were some parts, including
retrieving, repetition and written extended discourse, that need to be taken into better consideration.
Similar to Personality traits as predictors of the social english language learning strategies (20)
The use of different english language learning strategies by iranian female u...Dr. Seyed Hossein Fazeli
THE USE OF DIFFERENT ENGLISH LANGUAGE LEARNING STRATEGIES BY IRANIAN FEMALE UNIVERSITY LEVEL LEARNERS OF ENGLISH LANGUAGE AS A UNIVERSITY MAJOR BASED ON PERSONALITY TRAITS
THE USE OF DIFFERENT ENGLISH LANGUAGE LEARNING STRATEGIES BY IRANIAN FEMALE UNIVERSITY LEVEL LEARNERS OF ENGLISH LANGUAGE AS A UNIVERSITY MAJOR BASED ON PERSONALITY TRAITS
The prediction use of english language learning strategies based on personali...Dr. Seyed Hossein Fazeli
The current study aims to explore the prediction use of English language learning strategies based on personality traits among female university level learners of English language as a university major subject at Islamic Azad University in Iran. Four instruments were used, which were the Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords, A Background Questionnaire, the NEO-Five Factors Inventory (NEO-FFI), and the Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female students volunteered to participate in this research study. The intact classes were chosen. The obtained results in this study show that the Conscientiousness trait and the Extraversion trait best predicted the overall use of Memory strategies of the students, and the Openness to Experiences trait and the Conscientiousness trait best predicted the overall use of Cognitive strategies, Compensation
strategies, Metacognitive strategies, Affective strategies, and Social strategies of the learners.
The Use of different english language learning strategies by iranian female u...Dr. Seyed Hossein Fazeli
The Use of Different English Language Learning Strategies by Iranian Female University Level Learners of English Language as a University Major Based on Personality Traits + Ph.D. thesis of seyed hossein fazeli
The exploring nature of vocabulary acquisition and common main gaps in the cu...Dr. Seyed Hossein Fazeli
Vocabulary can be as a key factor for success, central to a language, and paramount to a
language learner. In such situation, the lexicon may be the most important component for
learners (Grass & Selinker, 1994), and mastering of vocabulary is an essential component of
second/foreign language teaching and learning that has been repeatedly acknowledge in
theoretical and empirical second/foreign language acquisition research. The intent of the current
study is to set out the nature of vocabulary acquisition alongside the expressing importance of
vocabulary acquisition. The importance of the present study is to explore the current studies of
vocabulary in order to find out common main gaps among such studies.
The exploring nature of the assessment instrument of five factors of personal...Dr. Seyed Hossein Fazeli
This document summarizes research on assessing the five factors of personality traits. It discusses four dominant models of personality (Myers-Briggs Type Indicator, Eysenck's model, Cattell's Sixteen Personality Factor Questionnaire, and the Big Five Theory). The Big Five Theory, which includes Neuroticism, Extraversion, Openness, Agreeableness, and Conscientiousness, has received the most research attention. Instruments like the NEO-PI-R are widely used to assess the five factors. While useful, critics argue the Big Five does not capture all aspects of personality.
The exploring nature of definitions and classifications of language learning ...Dr. Seyed Hossein Fazeli
This document explores definitions and classifications of language learning strategies in current second/foreign language learning studies. It summarizes various definitions provided by prominent researchers in the field. While there is no universal definition, Oxford's definition that strategies are operations used by learners to aid acquisition, storage, retrieval and use of information has received significant attention. The document also discusses classifications of strategies proposed by Oxford and others. Overall, it aims to analyze differing perspectives and issues regarding defining and categorizing language learning strategies.
The modern approach on application of abbreviation and acronym strategy for v...Dr. Seyed Hossein Fazeli
This document discusses a modern approach to applying abbreviation and acronym strategies for vocabulary learning in second/foreign language learning. It proposes that this strategy can help make vocabulary learning easier and improve long-term retention. The strategy involves coding word meanings using extracted letters to form abbreviations or acronyms. This allows learners to focus more on meaning than form in the early stages of learning. The document outlines different types of abbreviations/acronyms and considerations for applying this strategy in teaching and testing vocabulary. It argues this approach can positively impact learners' views of vocabulary learning when implemented appropriately.
The impact analysis of psychological reliability of population pilot study fo...Dr. Seyed Hossein Fazeli
The purpose of research described in the current study is the psychological reliability, its’ importance, application, and more to investigate on the impact analysis of psychological reliability of population pilot study for selection of particular reliable multi-choice item test in foreign language research work
The role of semantics in communicology with reference to language teaching an...Dr. Seyed Hossein Fazeli
The document discusses the role of semantics in communication and its relevance to language teaching and learning. It defines key terms like communication, meaning, and semantics. It also examines mathematical models of communication and how meaning is acquired, represented and used in the communication process. The role of culture and individual differences in language learning are explored. The importance of communication, vocabulary, and cultural understanding in effective language teaching is emphasized.
The paper was presented international conference in Uinversity of Kerela,Thiruvananthapuram,India regarding Culture,language,anld globalization.February,2008.
The impact of structure on word meaning and fill in-the-blank tests procedure...Dr. Seyed Hossein Fazeli
The purpose of research described in the current study to investigate the impact of structure knowing on two types of test, i.e. word-meaning test and fill-in-the-blank test, their correlation and procedures on both short-term and long-term retention of vocabulary items. The importance of the present study, to test the condition that learners are not allowed to use guess strategy or randomly answer the tests and they should give reason semantically for their answer, otherwise their answer, even is correct, is not scored. The population for subject recruitment was all undergraduate students from second semester at large university in Iran (both male and female) that study English as a compulsory paper. In Iran, English is taught as a foreign language.
Some Gaps in the Current Studies of Reading in Second/Foreign Language LearningDr. Seyed Hossein Fazeli
The ability to read written material is very important in the civilized world. In a society characterized by globalization and technological change, where knowledge is becoming increasingly important, reading ability is a key skill for active participation. The intent of the current study is to set out the nature of reading alongside express importance of reading and reading comprehension. The importance of the present study is to explore the current studies of reading in order to find out some common main gaps in such studies. Such gaps are related to reading, reading comprehension and reading strategies, vocabulary and fluency.
THE COMPARISON IMPACT OF WORD-MEANING AND GUESS TECHNIQUES ON WORD-MEANING AN...Dr. Seyed Hossein Fazeli
The document discusses a study that investigated the impact of word-meaning and guess techniques on word-meaning and fill-in-the-blank tests, and their effects on short-term and long-term retention of vocabulary items. The study aimed to explore the role of guess techniques in teaching vocabulary versus using it on tests. Undergraduate students learning English as a foreign language at a large Iranian university participated in the study.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
Personality traits as predictors of the social english language learning strategies
1. INTERNATIONAL JOURNAL OF BEHAVIORAL SOCIAL AND MOVEMENT SCIENCES Vol.01,July2012,Issue03
PERSONALITY TRAITS AS PREDICTORS OF THE SOCIAL ENGLISH
LANGUAGE LEARNING STRATEGIES
Seyed Hossein Fazeli
Shoushtar Branch, Islamic Azad University, Shoushtar, Iran
fazeli78@yahoo.com
______________________________________________________________________________
ABSTRACT
The present study aims to find out the role of personality traits in the prediction use of the
Social English Language Learning Strategies (SELLSs) for learners of English as a foreign
language. Four instruments were used, which were Adapted Inventory for Social English
Language Learning Strategies based on Social category of Strategy Inventory for Language
Learning (SILL) of Rebecca L. Oxfords, A Background Questionnaire, NEO-Five Factors
Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and
thirteen Iranian female university level learners of English language as a university major in
Iran, were volunteer to participate in this research work. The intact classes were chosen. The
results show that however, there is a significant relationship between four traits of personality
and use of the SELLSs, but personality traits cannot be as a strong predictor to predict use of the
SELLSs.
Key Words: Social Language Learning Strategies, English Learning, Personality Traits, English
Learners
_________________________________________________________________________
INTRODUCTION:
Since individual differences have been identified as variables influencing language learning
outcome (Larsen-Freeman & Long, 1991; Skehan, 1989); and as it was shown by the study of
Marttinen (2008), the high percent of source of learners’ knowledge comes from teacher;
Horwitz (1988) encourages teachers to discover the prescriptive belief of their own students.
Moreover, in order to provide successful instruction, teachers need to learn to identify their
students’ individual difference, and even they need to become more aware that how their
teaching styles are appropriate to their learners’ strategies (Oxford & Cohen, 1992).
Recently some studies tend to concentrate more on individual differences in strategy
performance (e.g. Oxford, 1992, 1993; Toyoda, 1998). In such related studies, it was showed that
for strategy instruction to be affected; it should take all the variables into account (Oxford &
Crookball, 1989).
Since 1990s, there has been a growing interest on how personality correlates to the academic
performance. Personality has been conceptualized at different levels of breadth (McAdams,
On-Line International Blind Peer Reviewed Indexed Journal 9
2. INTERNATIONAL JOURNAL OF BEHAVIORAL SOCIAL AND MOVEMENT SCIENCES Vol.01,July2012,Issue03
1992), and each of these levels include our understanding of individual understanding.
Moreover, individuals are characterized by a unique pattern of traits, and some study shows
successful language learners choose strategies suit to their personalities (Oxford & Nyikos,
1989). In addition, since LLSs are not innate but learnable (Oxford, 1994), broad justifications
have been offered for the evaluation of personality traits as a predictor of the Social English
Language Learning Strategies (SELLSs).
In such way, the premise underlying line of this research is that success in SELLSs plays an
important role in affecting learners’ English language learning process.
REVIEW OF THE LITERATURE:
The studies on individual and personality differences are a central theme in psychology as well
as the other areas of social and behavior sciences (Saklofske & Eysneck, 1998).
The examination of variation in human behavior is referred to as the study of individual
differences (Ehrman & Dornyei, 1998). Such study of individual differences includes many
subsets of studies such as the study of personality differences (Hampson & Colman, 1995), and
personality factors that are important in development of linguistic abilities (Ellis, 1985).
Psychologically, it is a truism that people are different in many fundamental ways, and learners
are individuals, and there are infinitive variables (Skehan, 1989). In this manner, Horwitz (1999)
points out “language learners are individuals approaching language learning in their own unique
way” (p.558). In addition, individuals who are characterized as a particular psychological type,
adopt different learning strategies (Brown, 2001).In such situation, the teachers must make the
students aware of the range of the strategies they can adopt (Cook, 2008); and they must aware
of the relationship between personality and academic performance (Cattel & Butcher, 1968;
Eysenck, 1967).
Foregoing has highlighted the main goal of the current study to document how personality traits
related to the SELLSs. In such situation, there are some possible ways looking at the SELLSs
and their relationship with personality traits. The first is to see the use of the SELLSs as an
outcome of personality traits. The second one is to see them as having uni-directional causal role
increasing personality traits. The third one is to see the relationship between the two as mutual,
and causality is bi-directional.
METHODOLOGY:
Participants-
The participants for this study were 213 female studying in third grade (year) of English major
of B. A. degree, ranging age from 19 to 28 (Mean = 23.4, SD = 2) at Islamic Azad University
Branches of three cities which named Abadan, Dezful ,and Masjed-Solyman, Iran, were asked to
participate.
The socio-economic status of participants, such as the participants’ social background, and
parents’ level education was controlled as well by a questionnaire. Based on some indicators
such as the parents’ socio-educational background and occupation, the participants were matched
On-Line International Blind Peer Reviewed Indexed Journal 10
3. INTERNATIONAL JOURNAL OF BEHAVIORAL SOCIAL AND MOVEMENT SCIENCES Vol.01,July2012,Issue03
as closely as possible for socio-economic background to minimize the effect of social class.
Accordingly, the participants were classified as a middle class.
Because of the nature of this work (regarding use of the SELLSs), a general English proficiency
test for determining the proficiency level of participants in English was applied in order to
minimize the effect of English language proficiency. As Jafarpour (2001) defines “the percent
classification of subjects by the experimental test that corresponds to those by the criterion”
(pp.32-33) (as cited in Golkar & Yamini, 2007), top of subjects are 27% and bottom of subjects
are 27% (Golkar & Yamini, 2007), the participant whom were classified as intermediate
subjects, were asked to participate in the study.
INSTRUMENTATION IN THE STUDY:
Four instruments were used to gather data in the current study.
Adapted Inventory for Social English Language Learning Strategies -
The Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxford (1990) is a kind of
self-report questionnaire that has been used extensively by researchers in many countries, and its
reliability has been checked in multiple ways, and has been reported as high validity, reliability
and utility (Oxford, 1996). In addition, factor analysis of SILL is confirmed by many studies
(Hsiao & Oxford, 2002; Oxford, 1996; Oxford & Burry-Stock, 1995).In this way, as Ellis (1994)
believes Oxford’s taxonomy is possibly the most comprehensive currently available. Several
empirical studies have been found moderate intercorrelation between the items of six categories
in SILL (Oxford & Ehrman, 1995).
The SILL includes Memory Strategies (9 items), Cognitive Strategies (14 items), Compensation
Strategies (6 items), Metacognitive Strategies (9 items), Affective Strategies (6 items), and
Social Strategies (6 items).
Based on the Social category of the SILL, the investigator adapted a questionnaire. In
adaptation of each instrument from one language to another in research works, some problems
occur, such as the problem of translation one questionnaire to another language (Perera &
Eysenck, 1984). As same as the other two questioners (NEO-FFI and Background
Questionnaire), adapted SELLSs inventory was checked through back translation into English by
three English teachers, and three psychologists who were fully proficient in both languages
(English and Persian), in order to check the consistency with English version, and based on the
pilot study was performed. The items were corrected until full agreement among the translators
was achieved, and the pilot study confirms such translated items. In addition, the balance
between spoken and written Persian was checked.
In the case of such questionnaire, three psychologists, and three English teachers were asked to
check the questionnaire from two points of view. Firstly, since both psychologists and linguists
were fully proficient in both languages (English and Persian), they were asked to check the
translated version of the questionnaire in order to check the consistency with English version of
On-Line International Blind Peer Reviewed Indexed Journal 11
4. INTERNATIONAL JOURNAL OF BEHAVIORAL SOCIAL AND MOVEMENT SCIENCES Vol.01,July2012,Issue03
them. Secondly, since both the psychologists and English teachers were professional in related
study of the questionnaire, they were asked to check the psychometrics of the questionnaire.
After full agreement among the psychologists and linguists was achieved, and the pilot study
confirmed the items of such questionnaire, it was administrated in the main study.
Test of English as a Foreign Language (TOEFL)
A Background Questionnaire
NEO-Five Factors Inventory (NEO-FFI)
The Big Five Personality Questionnaire is based on the Big Five Factor Model of personality
whose major proponents are Lewis Goldberg, Paul Costa, and Robert McCare. This theory
proposes that five broad dimensions provide complete description of personality.
The questionnaire of the Big Five Factors is one of the most widely used personality assessment
in the world. In addition, evidences indicate that Big Five is fairly stable over time (Costa &
McCare, 1988; Digman, 1989). Moreover, factor structure resembling the Big Five Factors was
identified in numerous sets of variables (Digman & Inouye, 1986; Goldberg, 1981, 1990; John,
1990; McCare & Costa, 1985; Saucier & Goldberg, 1996). In addition, the scales of Big Five
personality have proven to be a useful tool in a number of applied fields. In this way, the Big
Five Factors Inventory has enjoyed wide spread popularity in applied organizational context. The
reliability reported in the manual is adequate with mean of .78 across the five factors (Costa &
McCare, 1992).
The idea of major dimensions include much of personality is long standing (Norman, 1963). In
addition, Digman and Inouye (1986) state “the domain of personality of personality descriptors is
almost completely accounted for by five robust factors” (p.116). In this way, the Big Five
Factors personality questionnaire can be as a satisfactory tool to assess the relationship between
personality and a number of academic variables (Chamorro-Premuzie, Furnham & Lewis, 2007).
Despite the FFI enjoys international use, but the Big Five structure has not been accepted
generally (Block, 1995; Eysenck, 1992, 1997; McAdams, 1992).
The dimensions composing the Big Five Factors (as cited in related literature by different
dominant researchers such as Chamorro-Premuzie, Furnham & Lewis, 2007; Costa & McCare,
1992) are detailed as: a) Neuroticism represents the tendency to exhibit poor emotional
adjustment, anxious, and pessimistic; b) Extraversion represents the tendency to be sociable and
assertive, cheerful, active, upbeat, and optimistic; c) Openness to experiences (intellect)
represents the tendency to imaginative, intellectually curious, imaginative, and artistically
sensitive; d) Agreeableness is the tendency to be trusting, compliant, caring, gentle,
compassionate, empathic, and cooperative; e) Conscientiousness represents the tendency to
responsible, organized, hard-working, responsible, dependable, able to plan, organized,
persistent, achievement oriented, purposeful, strong-willed, and determined.
The NEO-FFI is a sixty-item version of S form of the NEO-PI-R that is applied to measure the
five domains of personality. It is consist of five 12-item scales. Each of these sixty items includes
On-Line International Blind Peer Reviewed Indexed Journal 12
5. INTERNATIONAL JOURNAL OF BEHAVIORAL SOCIAL AND MOVEMENT SCIENCES Vol.01,July2012,Issue03
five options. As same as the adaptation of the SILL, the participants were asked to choose the
statement which how true of them it is. They were told that answer must be in terms of how well
the statement describes them. In addition, they were told that there is no right or wrong answer to
these statements. The NEO-FFI is self-scoring, and paper and pencil survey. The options were
as: a) Strongly Disagree, b) Disagree, c) Neutral, d) Agree, e) Strongly Agree.
SAMPLE OF THE PILOT STUDY:
The sample for the pilot study, as “A small-scale replica and a rehearsal of the main
study” (Riazi, 1999, p.198), was selected so as it represents the entire sample for participants
whom asked to participate in the main study. Since sample size in pilot study ranges from 20 to
bigger of 65 (Hinkin, 1998), thirty nine female students were asked to participate in the pilot
study.
RELIABILITY OF THE INSTRUMENTS:
Since Cronbach's alpha is one of the standard ways of expressing a test’s reliability (Foster,
1998); and its coefficient is commonly used to describe the reliability factors of multi-point
formatted questionnaires or scales; the reliability of our experimental measures were assessed by
calculating Cronbach's alpha over the items of the three instruments across all the participants in
the current study which were found .73 for Adapted Inventory for Social English Language
Learning Strategies,.82 for NEO-FFI, and .80 for TOEFL. The reliability coefficient indicated
the degree to which the results on a scale can be considered internally consistent, or reliable (De
Vellis, 2003; Ghiasvand, 2008; Moemeni, 2007; Nunnally & Bernstein, 1994). Such finding of
reliabilities for the three instruments confirms the finding of reliabilities in the pilot study.
DATA COLLECTION PROCEDURES IN THE STUDY:
The data for the study described in this study was collected between September 2010 and
November 2010 in Iran.
Stage One
At this stage, the participants were asked to answer TOEFL test. Approximately 80 minutes
were taken to answer the test. Such duration of time was as the duration of time was calculated in
the pilot study (The first week).
Stage Two
At the second stage, the respondents were asked to fill the Adapted Inventory for Social English
Language Learning Strategies. The respondents were asked to respond to the questions within 5-
10 minutes. The time that assigned for participants was determined according to the results
obtained from the pilot study. Along Adapted Inventory for Social English Language Learning
Strategies, Background Questionnaire was administrated (The second week).
On-Line International Blind Peer Reviewed Indexed Journal 13
6. INTERNATIONAL JOURNAL OF BEHAVIORAL SOCIAL AND MOVEMENT SCIENCES Vol.01,July2012,Issue03
Stage Three
At this Stage, NEO-FFI was administrated. The time that assigned for the participants in order
to complete NEO-FFI was determined according to the results obtained from the pilot study. 10 –
15 minutes was enough to complete NEO-FFI (The third week).
DATA ANALYSIS:
After data collection, the data was entered onto databases (Excel and SPSS) to enable data
analysis to be carried out.
The First procedure of data analysis includes Pearson Correlation that used to identify the
strength and direction of the relationship between variables. In the current study, the
classification that was suggested by Cohen, J. (1988) was chosen as a criterion to interpret and
discuss about the strength of the correlation. It is as shown in Table 1: Table1: The
classification was suggested by Cohen, J (1988)
Level of Strength Amount of the Strength
Low r = .10 to .29
Medium r = .30 to .49
Strong r = .50 to 1
The second procedure of data analysis includes Analysis of Variance (ANOVA) that is an
analytic tool.
The third procedure of data analysis includes Multiple Regression Analysis.
RESULTS, DISCUSSION, AND CONCLUSION:
In the entire sample, the strategies in the Social category were the categorized as Medium
frequently used strategies, with a mean of 3.1 (SD = .79) (based on the Oxford’ key, 1990).
The means were calculated in order to determine the mean of the each of five traits of
personality among the total group of the respondents (N=213) (Table 2).
On-Line International Blind Peer Reviewed Indexed Journal 14
7. INTERNATIONAL JOURNAL OF BEHAVIORAL SOCIAL AND MOVEMENT SCIENCES Vol.01,July2012,Issue03
Table 2: Means and Standard Deviations (SD) of the five traits of
personality in the current study
Personality Trait N Mean SD
Neuroticism 213 23.0 8.3
Extraversion 213 27.4 5.5
Openness to Experiences 213 27.9 4.7
Agreeableness 213 32.4 5.4
Conscientiousness 213 34.7 6.3
Table 2 showed that the mean of the Conscientiousness trait (Mean = 34.7, SD = 6.3) was
more than each of the means of the other four traits, and the mean of the Neuroticism trait (Mean
= 23.0, SD = 8.3) was less than each of the means of the other four traits.
The Pearson Correlation was performed to examine whether there is relationship between the
overall Social strategy use strategies and the five traits of personality (Table 3).
Table 3: The summary of correlations among the overall Social strategy use and the five traits of
personality
Openne-
Extrave- ss to Agreeabl- Conscientio- Neurotic-
rsion Experie- eness usness ism
nces
Social Strategies Pearson .168* .212** .127 .256** -.223**
Correlation
Sig. (2-tailed) .014 .002 .064 .000 .001
N 213 213 213 213 213
**. Correlation is significant at the 0.01 level (2-tailed).
*. Correlation is significant at the 0.05 level (2-tailed).
According to Table 3, the students’ overall Social strategy use was significant positively
correlated with the Openness to Experiences trait, and the Conscientiousness trait at the p<.01
level (2-tailed), and the Extraversion trait at the p<.05 level (2-tailed). The level of correlations
was found low for the Openness to Experiences trait, for the Conscientiousness trait, and for the
Extraversion trait. For the Neuroticism trait, the students’ overall Social strategy use was
significant negatively correlated with it at the p<.01 level (2-tailed). The level of correlation was
found low. For the Agreeableness trait, the correlation was non-significant (P>.05). In Table 3,
there were found both types of positive and negative correlations, but in both types of
correlation, the level of correlation was found low. Moreover, except the case of the
On-Line International Blind Peer Reviewed Indexed Journal 15
8. INTERNATIONAL JOURNAL OF BEHAVIORAL SOCIAL AND MOVEMENT SCIENCES Vol.01,July2012,Issue03
Agreeableness trait, all types of correlations were significant at the p<.01 or p<.05 levels (2-
tailed).
Table 3 indicated that based on increasing of the Extraversion trait level of the students, higher
average of Social Strategies would be used, and based on decreasing of the Extraversion trait
level, lower average of Social Strategies would be used. In such way, Table 3 showed that there
was a meaningful significant positive relationship between the overall Social strategy use and the
Extraversion trait (r = .168, p<.05). The positive relationship implies that the more extraverted
students use Social Strategies more.
Table 3 indicated that based on increasing of the Openness to Experiences trait level of the
students, higher average of Social Strategies would be used, and based on decreasing of the
Openness to Experiences trait level, lower average of Social Strategies would be used. In such
way, Table 3 showed that there was a meaningful significant positive relationship between the
overall Social strategy use and the Openness to Experiences trait (r = .212, p<.01). The positive
relationship implies that the students with higher level of Openness to Experiences trait use
Social Strategies more.
According to Table 3, the students’ overall Social strategy use was not significant correlated
with the Agreeableness trait (p>.05). In such way, Table 3 indicated that there was not a
meaningful significant relationship between the overall Social strategy use and the
Agreeableness trait.
Table 3 indicated that based on increasing of the Conscientiousness trait level of the students,
higher average of Social Strategies would be used, and based on decreasing of the
Conscientiousness trait level, lower average of Social Strategies would be used. In such way,
Table 3 showed that there was a meaningful significant positive relationship between the overall
Social strategy use and the Conscientiousness trait (r = .256, p<.01). The positive relationship
implies that the more Conscious students use Social Strategies more.
Table indicated that based on increasing of the Neuroticism trait level of the students, lower
average of Social Strategies would be used. In this way, Table 3 showed that there was a
meaningful significant negative relationship between the overall Social strategy use and the
Neuroticism trait (r = -.223, p<.01). The negative relationship implies that the more Neurotic
students use Social Strategies less.
The Multiple Regression Analysis, for all the five traits of personality (as independent variables)
and the overall use of Social Strategies (as a dependent variable) were analyzed through the
stepwise method. Out of the five traits of personality, only two variables entered the equation
(Table 4).
On-Line International Blind Peer Reviewed Indexed Journal 16
9. INTERNATIONAL JOURNAL OF BEHAVIORAL SOCIAL AND MOVEMENT SCIENCES Vol.01,July2012,Issue03
Table 4: The model summary of the equation
Model Variables Entered Adjusted R Std. Error of the
R R Square Square Estimate
a
1 Conscientiousness .256 .066 .061 .76566
2 Openness to .313b .098 .089 .75422
Experiences
Stepwise (Criteria: Probability-of-F-to-enter <= .050, Probability-of-
F-to-remove >= .100).
Dependent Variable: Social Strategies
a. Predictors: (Constant), Conscientiousness
b. Predictors: (Constant), Conscientiousness, Openness to
Experiences
According to Table 4, regression analysis has run up to two steps. In the first step, the
Conscientiousness trait entered the equation that the Adjusted R-Square became .061. In the
second step, when the Openness to Experiences trait entered the equation, the Adjusted R-Square
increased up to.089. In other words, based on the Adjusted R-Square, the emerged model for the
two independent variables with the Adjusted R-Square of .089, accounted for explaining about
8.9% of the variance of the students’ overall Social strategy use.
Table 5: The results of regressional ANOVAc of the equation
Model Sum of Squares df Mean Square F Sig.
1 Regression 8.691 1 8.691 14.825 .000a
Residual 123.697 211 .586
Total 132.388 212
2 Regression 12.929 2 6.465 11.364 .000b
Residual 119.459 210 .569
Total 132.388 212
a. Predictors: (Constant), Conscientiousness
b. Predictors: (Constant), Conscientiousness, Openness to Experiences
c. Dependent Variable: Social Strategies
Further, Table 5 (regressional ANOVA) showed that the effect was significant, and all the
models had high F values (F = 14.825, F = 11.364, P<.01). Therefore, it could be concluded that
about 8.9% of changes in the students’ overall Social strategy use was accounted for by the
Conscientiousness and Openness to Experiences traits.
As hinted, Table 5 indicates that the effect of the Conscientiousness and Openness to
Experiences traits was significant at the p<.01 level. Remaining the three traits of personality did
not enter the regression equation because of level of their errors were greater than .05, and they
had very weak effect in the prediction of the overall Social strategy use. In such way, rest of the
contribution for the overall Social strategy use was unaccounted for.
On-Line International Blind Peer Reviewed Indexed Journal 17
10. INTERNATIONAL JOURNAL OF BEHAVIORAL SOCIAL AND MOVEMENT SCIENCES Vol.01,July2012,Issue03
Table 6: The unsatnderdised coefficientsa, t tests and significances for different models predicted
of the equation
Unstandardized Standardized
Model Coefficients Coefficients t Sig.
B Std. Error Beta
1 (Constant) 1.951 .296 6.599 .000
Conscientiousness .387 .101 .256 3.850 .000
2 (Constant) 1.217 .396 3.070 .002
Conscientiousness .350 .100 .231 3.498 .001
Openness to .362 .133 .181 2.730 .007
Experiences
a. Dependent Variable: Social Strategies
According to Table 6, although the amount of B for the Openness to Experiences was greater
than the amount of B for the Conscientiousness trait, but the Conscientiousness trait has greater
effect on change of the overall social strategy use, because of the obtained Beta for the Openness
to Experiences trait showed that for each of one unit of value of change in the Standard
Deviation of the Openness to Experiences trait, the amount of change .181 occurred in the
Standard Deviation of the overall Social strategy use; however, the obtained Beta for the
Conscientiousness trait showed that for each of one unit of value of change in its Standard
Deviation, the amount of change .231 occurred in the Standard Deviation of the overall Social
strategy use. From the above table, it was further evident that for all the predicted models and
constants, the t values ranged from 2.730 to 6.599, which all were found to be significant, and
significance levels ranged from .007 to .000 level .
Table 7 The excluded variablesc of the equation
Collinearity
Beta Partial Statistics
Model t Sig.
In Correlation
Tolerance
1 Extraversion .098a 1.403 .162 .096 .905
a
Openness to Experiences .181 2.730 .007 .185 .981
Agreeableness .066a .952 .342 .066 .934
a
Neuroticism -.154 -2.207 .028 -.151 .888
b
2 Extraversion .074 1.061 .290 .073 .888
b
Agreeableness .051 .752 .453 .052 .928
b
Neuroticism -.134 -1.919 .056 -.132 .876
a. Predictors in the Model: (Constant), Conscientiousness
b. Predictors in the Model: (Constant), Conscientiousness, Openness to Experiences
c. Dependent Variable: Social Strategies
On-Line International Blind Peer Reviewed Indexed Journal 18
11. INTERNATIONAL JOURNAL OF BEHAVIORAL SOCIAL AND MOVEMENT SCIENCES Vol.01,July2012,Issue03
Table 7 showed the excluded variables in this equation. The excluded variables in the first step
were Extraversion, Openness to Experiences, Agreeableness, and Neuroticism. In the second
step, the excluded variables were Extraversion, Agreeableness, and Neuroticism.
In summary, one can conclude that the traits like the Conscientiousness trait, and the Openness
to Experiences trait best predicted the overall use of Social Strategies of the students.
LIMITATIONS OF THE STUDY:
Generally speaking, there are some difficulties inherent in endeavor to conduct any
research work on the learners of second/foreign language. Similarly, the present study due to
using Ex Post facto type of research has certain limitations that must be taken in mind which
interpretation of the results. Moreover, since all the education quasi-research deals with living
human beings occur out of laboratory conditions have limitations (Gall, Gall & Borg, 2003).
References
Block, J. (1995). A contrarian view of the five-factor approach to personality description.
Psychological Bulletin, 117,187-215.
Brown, H. D. (2001). Principles of language learning and teaching. Englewood Cliffs, NJ:
Prentice Hall.
Cattel, R. B., & Butcher, H. (1968). The prediction of achievement and creativity. New York:
Bobbs-Merrill.
Chamorro-Premuzie, T., Furnham, A., & Lewis, M. (2007). Personality and approaches to
learning predict preference for different teaching method. Learning and Individual Differences,
17, 241-250.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ:
Lawrence Erlbaum Associates.
Cook, V. (2008). Second language learning and language teaching (4th ed.). London: Edward
Arnold.
Costa, P.T., & McCare, R.R.(1988). Personality in adulthood: A six-year longitudinal study of
self-reports and spouse ratings on the NEO personality inventory. Journal of Personality and
Social Psychology, 54(4), 853-863.
Costa, P.T., & McCare, R.R.(1992). Professional Manual for the NEO-PI-R and NEO-FFI.
Odessa, FL: Psychological Assessment Resources.
De Vellis, R. F. (2003). Scale development: Theory and application (2nd ed.). Thousand Oaks,
California: Sage.
Digman, J. M. (1989). Five robust traits dimensions: Development, stability, and utility. Journal
of Personality, 57(1), 195-214.
On-Line International Blind Peer Reviewed Indexed Journal 19
12. INTERNATIONAL JOURNAL OF BEHAVIORAL SOCIAL AND MOVEMENT SCIENCES Vol.01,July2012,Issue03
Digman,J. M., & Inouye, J. (1986). Further specification of the five robust factors of personality.
Journal of Personality and Social Psychology, 50,116-123.
Ehrman, M.E., & Dornyei, Z. (1998). Interpersonal dynamics in second language education: The
visible and invisible classroom. Thousand Oaks, Calif: Sage Publications.
Ellis, R. (1985). Understanding second language acquisition. Oxford: Oxford University Press.
Ellis, R. (1994).The study of second language acquisition. Oxford: Oxford University Press.
Eysenck, H. J. (1967). The biological basis of personality. New York: Springfield.
Eysenck, H. J. (1992). Four ways five factors are not basic. Personality and Individual
Differences, 13,667-673.
Eysenck, H. J. (1997). Personality and exponential psychology: The unification of Psychology
and the possibility of a paradigm. Journal of Personality and Social Psychology, 73, 1224-1237.
Foster, J. J. (1998). Data analysis using SPSS for window: A beginner’s guide. Thousand, Oaks,
California: Sage Publications.
Gall, M.D., Gall, J.P., & Borg, W.R. (2003). Educational Research: An Introduction (7 ed.).
Boston: Allyn and Bacon.
Ghiasvand, A. (2008). Application of statistics and SPSS in data analysis. Tehran: Lovieh
publication.
Goldberg, L. R. (1981). Language and individual differences: The search for universals in
personality lexicons. In L. Wheeler(Ed.), Review of personality and social psychology( Vol.2,
pp.141-165). Beverrly Hills, CA: Sage.
Goldberg, L. R. (1990). An alternative description of personality: The big five factor structure.
Journal of Personality and Social Psychology, 59, 1216-1229.
Golkar, M., & Yamini, M. (2007). Vocabulary, proficiency and reading comprehension. The
Reading Matrix, 7(3), 88-112.
Hampson, S.E., & Colman, A. E. (1995). Individual differences and personality. New York:
Longman.
Hinkin, T. R. (1998). A brief tutorial on the development of measures for use in survey
questionnaires. Organizational Research Methods, 1(1), 104-121.
Horwitz, E. K. (1988). The beliefs about language learning of beginning university foreign
language students. Modern Language Journal, 72(13), 283-294.
Horwitz, E. K. (1999). Cultural and situational influences on language learners’ beliefs about
language learning: a review of BALLI studies. System, 27,557-576.
On-Line International Blind Peer Reviewed Indexed Journal 20
13. INTERNATIONAL JOURNAL OF BEHAVIORAL SOCIAL AND MOVEMENT SCIENCES Vol.01,July2012,Issue03
Hsiao, T-Y., & Oxford, R. L. (2002). Comparing theories of language learning strategies: A
confirmatory factor analysis. Modern Language Journal, 86(3), 368-383.
John, O. P. (1990). The big five factor taxonomy: dimensions of personality in the nature
language and in the questionnaire. In L.A. Pervin(Ed.), Handbook of Personality: Theory and
Research (pp.66-100). New York: Guliford Press.
Larsen-Freeman, D., & Long, M. H. (1991). An introduction to second language acquisition
research. New York: Longman.
Marttinen, M. (2008). Vocabulary learning strategies used by upper secondary school students
studying English as a second language. (Online) M.A. Dissertation. Retrieved from March 20,
2010, from
https://jyx.jyu.fi/dspace/bitstream/handle/123456789/18447/URN_NBN_fi_jyu200803261288.p
df?sequence=1
McAdams, D. P. (1992). The five-factor model in Personality: A critical appraisal. Journal of
Personality, 60,329-361.
McCare, R.R., & Costa, P.T. Jr. (1985). Updating Norman’s adequate taxonomy: Intelligence
and personality dimensions in natural language and in questionnaires. Journal of Personality and
Psychology, 49,710-721.
Moemeni, M. (2007). Statistical analysis with SPSS. Tehran: Ketab neo Publication.
Norman, W. T.(1963). Toward an adequate taxonomy of personality attributes: replicated factor
structure in per nomination personality ratings. Journal of Abnormal and Social Psychology, 66,
574-583.
Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory (3rd ed.). New York: McGraw-
Hill.
Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Boston
:Heinle & Heinle.
Oxford, R. L. (1992). Instructional implications of gender differences in second/foreign language
learning styles and strategies. Applied Language Learning, 4(1& 2), 65-94.
Oxford, R. L. (1993). Individual differences among your ESL students: Why a single method
can’t work. Journal of English Studies, 7, 27-42.
Oxford, R. L. (1994).Language learning strategies: An update.(Online)Online Resources: Digest.
Retrieved March 08, 2011, from
http://www.cal.org/resources/digest/oxford01.html
On-Line International Blind Peer Reviewed Indexed Journal 21
14. INTERNATIONAL JOURNAL OF BEHAVIORAL SOCIAL AND MOVEMENT SCIENCES Vol.01,July2012,Issue03
Oxford, R. L. (1996). Employing a questionnaire to assess the use of language learning
strategies. Applied Language Learning. 7(1& 2), 25-45.
Oxford, R. L., & Burry-Stock, J. (1995). Assessing the use of language learning strategies
worldwide with the ESL/EFL version of the Strategy Inventory for Language Learning (SILL).
System, 23(1), 1-23.
Oxford, R. L., & Cohen, A. (1992). Language learning strategies: crucial issues of concept and
classification. Applied Language Learning, 3(1& 2), 1-35.
Oxford, R. L., & Crookball, D. (1989). Research on language learning strategies: methods,
findings, and instructional issues. The Modern Language Journal, 73(4), 404-419.
Oxford, R. L. & Ehrman, M. (1995). Adult’s language learning strategies in an intensive foreign
language program in the United States. System, 23(3), 359-386.
Oxford, R. L., & Nyikos, M. (1989). Variables affecting choice of language learning strategies
by university students. Modern Language Journal, 73(3), 291-300.
Perera, M., & Eysenck, S. B. G. (1984). A cross-cultural study of personality: Sri Lanka and
England. Journal of Cross Cultural Psychology, 15(3), 353-371.
Riazi, A.M. (1999). A dictionary of research methods: Quantitative and qualitative. Tehran:
Rahnama Publications.
Saklofske, D. H., & Eysenck, S. B. G. (1998). Individual differences in children and adolescents
(Eds.). New Brunswick, NJ. : Transaction Publishers.
Saucier, G., & Goldberg, L. R. (1996). Evidence for the Big Five in analyses of familiar English
personality adjectives. European Journal of Personality, 7, 1-17.
Skehan, P. (1989). Individual differences in second-language learning. London: Edward Arnold.
Toyoda, E. (1998). Teaching kanji by focusing on learners’ developing of graphemic awareness.
Australian Review of Applied Linguistics, 21(15), 155-168.
On-Line International Blind Peer Reviewed Indexed Journal 22