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 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 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 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 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.
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.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
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 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 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 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.
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.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
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 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.
Investigating the Integration of Culture Teaching in Foreign Language Classroom: A Case Study
Dr. Samah Benzerroug & Dr. Souhila Benzerroug,
Teacher Training College of Bouzareah, Algiers, Algeria
The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
A Study of the Influence of Gender on Second Language Acquisition A Field Bas...ijtsrd
Language acquisition has turned out to be a popular field of research. In this field the process of first language acquisition and second language acquisition are studied. Various factors have influenced the process of second language acquisition. The main purpose of the study is to evaluate the influence of gender difference in the process of second language acquisition. Data for this study has been collected through questionnaires and interviews. The sources of data is both primary and secondary. It is a Quantitative Study. The primary source of data has been acquired through questionnaires. The secondary source of data has been acquired from the journals, articles and the other works. The outcome of this study would help in the process of teaching of second languages. It would also help to nullify the effect of gender difference if there has been any in language teaching and learning process. Arnab Sarmah "A Study of the Influence of Gender on Second Language Acquisition (A Field Based Study on the Nepali Language)" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-3 , April 2020, URL: https://www.ijtsrd.com/papers/ijtsrd30351.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/other/30351/a-study-of-the-influence-of-gender-on-second-language-acquisition-a-field-based-study-on-the-nepali-language/arnab-sarmah
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.
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.
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
5 factors affecting language learning strategies (lls)Salma Razak
The document discusses 5 key factors that influence language learning strategies:
1. Motivation - Highly motivated students use more strategies. Motivation can be intrinsic or extrinsic.
2. Gender - Some studies found females use more strategies while others found no significant difference.
3. Proficiency level - More proficient learners use a wider variety of strategies, especially metacognitive and social strategies.
4. Socioeconomic status - Learners from wealthier backgrounds can access more resources and native speakers to support their language learning.
5. Age - Younger learners may develop fluency faster while older learners grasp grammar concepts more quickly. Both age groups use different strategies effectively.
Embarking The Six Thinking Hats in EFL Students’ Dissertation Writing at Saida University
Dr. Nadia Ghounane & Dr. Hanane Rabahi,
Department of English Language and Literature, Faculty of Letters, Languages and Arts,
Saida University, Dr. Moulay Tahar, Algeria & Department of English Language and Literature, Faculty of Letters and Languages, Maghnia University Centre, Algeria
The present study aims to provide some helpful techniques that guide EFL students in writing essays based on de Bono’s The Six Thinking Hats, hoping that these techniques can help EFL Master Students in writing their dissertations. The researchers selected first-year Master's students at Dr. Moulay Tahar University, Saida. The sample of the study consists of 39 students forming the experimental group. Before starting the experiment, the group had a pretest. After that, they were taught how to use the Six Thinking Hats Approach in writing the abstract and general introduction. The findings of the study revealed that there is a significant difference between the results of the pretest and posttest. The result also indicated that the use of the Six Thinking Hats technique provides mechanisms that can enhance the EFL student’s writing skill mainly, in writing dissertations. It is recommended that more importance should be given to practice in developing students’ writing skills. This may enhance the teaching process by implementing techniques that include cognitive abilities in writing tasks that may also improve their critical thinking.
Keywords: Abstract and General Introduction Writing, Cognitive Abilities, Dissertation Writing, EFL Master Students, Six Thinking Hats
The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
This study compared the effects of semantically related and unrelated word lists on Iranian EFL learners' short-term and long-term vocabulary recognition and retention. Sixty elementary students were divided into experimental and control groups. The experimental group learned words from semantically related lists while the control group learned from unrelated lists. Immediate and delayed vocabulary tests showed that the control group performed better on the immediate test, while the experimental group performed significantly better on the delayed test. The results suggest that semantically related word lists may facilitate better long-term vocabulary retention compared to unrelated lists.
Functional English Design for Domestic Migrant Workersidhasaeful
This paper aimed at: (1) describing the content of Functional English Design (FED) materials and (2) describing the appropriateness of the FEDas the English training materials for the migrant workers' candidates (MWC). This study used ADDIE (Analysing, Designing, Developing, Implementing and Evaluating) model involving totally 200 MWC in the 4 PPTKIS (namely authorized private boards in which duties serves the Indonesian workers' placement and protection abroad).The data were taken from the documentation, the trainees’ English training achievements using the FED and peer-debriefing. The gathered data was analyzed using: Content Analysis and Mean-difference computation of the trainees' test results descriptively. This study found: (1) the content of the FEDthatdeveloped“Imparting and seeking factual information” with “Minimum–adequate language Functions” was matched with the trainees needs and (2) the FED was appropriate to use as an alternative English materials since it was designed based on the result of needs analysis beside the test result in significant improvement i.e. the Mean Difference of the oral pre and post-test was 2.25 within the scoring standard scale of 0-10, while the Md of the written pre-post-test was 13.35 within the scoring standard scale of 0-100. Besides, the peers debriefing stated that the FED was recommended for use in the 4 investigated PPTKIS.
Co-Constructing Representations of Culture in ESL and EFL Classrooms: Discurs...Samira Rahmdel
Male, 30s, Chilean, studied English in Chile and U.S. Teaching experience: 5 years
Observations: 4 hours in 2 classes
Interviews: 2 hours total
María
Lecturer: Female, 40s, Chilean, studied English in Chile and U.K. Teaching experience: 15 years
Observations: 4 hours in 1 class
Interviews: 1.5 hours total
Pablo
Lecturer: Male, 50s, Chilean, studied English in Chile and U.S. Teaching experience: 20 years
Observations: 4 hours in 1 class
Interviews: 1.5 hours total
TABLE
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.
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.
Factors Affecting Language Learning StrategiesRiduan Huda
There are a host of factors which appear to influence the use of language learning strategies by language learners. These factors may be sociocultural, situational or related to the personality of the language learner. Some factors are said to affect the type of learning strategy used by the language learner, whilst other factors are said to affect frequency of use of particular learning strategies. In this presentation. I will describe only five factors affecting language learning strategies.
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 document summarizes research on various factors that influence language learning strategies. It discusses the teacher's mediating role in language acquisition and how their interactions with students can help develop language learning strategies. It also looks at how personality traits, language proficiency level, cultural background, age, gender, motivation, and language exposure can impact what strategies students employ. Research shows high proficiency learners tend to use more interactive strategies while lower levels rely more on memorization and external resources. Cultural background and amount of language exposure also influence strategy use.
The document summarizes research on various factors that influence language learning strategies. It discusses the teacher's mediating role in language acquisition and how their interactions with students can help develop language learning strategies. It also looks at how personality traits, language proficiency level, cultural background, age, gender, motivation, and language exposure can impact what strategies a learner employs. Research shows high proficiency learners tend to use more interactive strategies while lower levels rely more on memorization and external resources. Cultural background and amount of language exposure also influence strategy use.
Factors affecting language learning strategiesAkhmaShabani
This document discusses several factors that affect language learning strategies:
Gender - Studies have found both minor and some significant differences in the strategies used by males and females. Females generally tend to use social interaction and metacognitive strategies more frequently.
Background - Learners from different cultural backgrounds often prefer different types of strategies, with Asian learners favoring rote learning strategies and Hispanic learners using dictionaries more.
Proficiency level - More proficient learners tend to use metacognitive and cognitive strategies more, while less proficient learners rely more on communication and compensation strategies.
Motivation - Motivation is a primary factor in language learning achievement, as more motivated learners put more effort
THE new CORRELATION BETWEEN EXTRAVERSION April 15 2013Ryan Ruiz
This document is a thesis proposal by Ryan Ruiz that examines the relationship between extraversion-introversion and romantic love styles as defined by Dupree's Romantic Love Questionnaire. The introduction provides background on extraversion-introversion and Dupree's five categories of romantic love. The literature review summarizes theories of romantic love from Freudian and non-Freudian theorists. The study aims to test relationships between extraversion and Dupree's sexual attraction subscale, as well as relationships between gender and the sexual attraction and mutual reward subscales. The methodology, hypotheses, procedures, measures, participants, and analysis plan are described.
The Relationship Between the Extraversion Trait and Use of The English Langua...minya123
This study aimed to investigate the relationship between extraversion and use of English language learning strategies among learners of English as a foreign language. The researcher administered the Strategy Inventory for Language Learning and NEO-FFI personality inventory to participants, as well as an English proficiency test. Results showed a positive correlation between extraversion and use of memory, metacognitive, and social strategies. However, the study could be improved by directly observing strategy use and ensuring measures are suitable for the cultural context through pilot testing.
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 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.
Investigating the Integration of Culture Teaching in Foreign Language Classroom: A Case Study
Dr. Samah Benzerroug & Dr. Souhila Benzerroug,
Teacher Training College of Bouzareah, Algiers, Algeria
The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
A Study of the Influence of Gender on Second Language Acquisition A Field Bas...ijtsrd
Language acquisition has turned out to be a popular field of research. In this field the process of first language acquisition and second language acquisition are studied. Various factors have influenced the process of second language acquisition. The main purpose of the study is to evaluate the influence of gender difference in the process of second language acquisition. Data for this study has been collected through questionnaires and interviews. The sources of data is both primary and secondary. It is a Quantitative Study. The primary source of data has been acquired through questionnaires. The secondary source of data has been acquired from the journals, articles and the other works. The outcome of this study would help in the process of teaching of second languages. It would also help to nullify the effect of gender difference if there has been any in language teaching and learning process. Arnab Sarmah "A Study of the Influence of Gender on Second Language Acquisition (A Field Based Study on the Nepali Language)" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-3 , April 2020, URL: https://www.ijtsrd.com/papers/ijtsrd30351.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/other/30351/a-study-of-the-influence-of-gender-on-second-language-acquisition-a-field-based-study-on-the-nepali-language/arnab-sarmah
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.
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.
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
5 factors affecting language learning strategies (lls)Salma Razak
The document discusses 5 key factors that influence language learning strategies:
1. Motivation - Highly motivated students use more strategies. Motivation can be intrinsic or extrinsic.
2. Gender - Some studies found females use more strategies while others found no significant difference.
3. Proficiency level - More proficient learners use a wider variety of strategies, especially metacognitive and social strategies.
4. Socioeconomic status - Learners from wealthier backgrounds can access more resources and native speakers to support their language learning.
5. Age - Younger learners may develop fluency faster while older learners grasp grammar concepts more quickly. Both age groups use different strategies effectively.
Embarking The Six Thinking Hats in EFL Students’ Dissertation Writing at Saida University
Dr. Nadia Ghounane & Dr. Hanane Rabahi,
Department of English Language and Literature, Faculty of Letters, Languages and Arts,
Saida University, Dr. Moulay Tahar, Algeria & Department of English Language and Literature, Faculty of Letters and Languages, Maghnia University Centre, Algeria
The present study aims to provide some helpful techniques that guide EFL students in writing essays based on de Bono’s The Six Thinking Hats, hoping that these techniques can help EFL Master Students in writing their dissertations. The researchers selected first-year Master's students at Dr. Moulay Tahar University, Saida. The sample of the study consists of 39 students forming the experimental group. Before starting the experiment, the group had a pretest. After that, they were taught how to use the Six Thinking Hats Approach in writing the abstract and general introduction. The findings of the study revealed that there is a significant difference between the results of the pretest and posttest. The result also indicated that the use of the Six Thinking Hats technique provides mechanisms that can enhance the EFL student’s writing skill mainly, in writing dissertations. It is recommended that more importance should be given to practice in developing students’ writing skills. This may enhance the teaching process by implementing techniques that include cognitive abilities in writing tasks that may also improve their critical thinking.
Keywords: Abstract and General Introduction Writing, Cognitive Abilities, Dissertation Writing, EFL Master Students, Six Thinking Hats
The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
This study compared the effects of semantically related and unrelated word lists on Iranian EFL learners' short-term and long-term vocabulary recognition and retention. Sixty elementary students were divided into experimental and control groups. The experimental group learned words from semantically related lists while the control group learned from unrelated lists. Immediate and delayed vocabulary tests showed that the control group performed better on the immediate test, while the experimental group performed significantly better on the delayed test. The results suggest that semantically related word lists may facilitate better long-term vocabulary retention compared to unrelated lists.
Functional English Design for Domestic Migrant Workersidhasaeful
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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.
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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.
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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.
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This case study summarizes the teaching approaches used in a 5th grade Australian classroom for writing instruction. The teacher used a synthesis of the process approach and systemic functional linguistics genre pedagogy (SFL GP). Classroom observations, student writing samples, and an interview with the teacher showed that writing was taught as a process, with an emphasis on explicit instruction of different text genres. The teacher provided models and visual aids to support student learning based on both approaches. This eclectic approach incorporated the strengths of process writing and explicit genre instruction to help students develop as writers.
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The content of the presentation will give you information on the factors that affect the choice of language learning strategies among learners. The literature reviews are from various studies by prominent researchers.
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The study examined the motivation and attitudes of 400 Iranian undergraduate students toward learning English. It found that students had favorable attitudes toward English and rated their reading skills higher than listening, and writing higher than speaking. Most students agreed that knowing English would help them get a good job, and understood English speaking people better. Strong correlations were found between integrative orientation and other motivational variables like instrumental orientation and motivation intensity. While students were mainly instrumentally motivated to learn English for its utilitarian benefits, integrative orientation was also a significant factor and correlated with better performance on English exams.
An exploration of undergraduate students’ motivation andfaridnazman
The study examined the motivation and attitudes of 400 Iranian undergraduate students toward learning English. It found that students had generally favorable attitudes toward English. Their reading skills were rated higher than listening skills, and writing skills higher than speaking skills. Most students agreed that knowing English would help them get a good job and understand English speakers. Strong correlations were found between integrative orientation and other motivational variables like instrumental orientation and motivation intensity. Instrumental orientation, focusing on practical benefits of English, appeared to be the main motivation for most students rather than integrative orientation of engaging with English cultures.
5 factors that affect language learning strategiesWanie Alhafiz
This document discusses 5 factors that affect language learning strategies: gender, motivation, experience studying the language, learning style, and language proficiency. Several studies found that females use language learning strategies more frequently than males. Motivated learners are more active in their learning and use strategies more often. Experience studying a language does not necessarily correlate with greater strategy use. Learning styles influence the strategies learners choose, and more proficient language learners tend to use a wider variety of strategies.
This summary provides an overview of recent developments in research on teaching grammar:
1) With the rise of communicative language teaching, the role of explicit grammar instruction was downplayed. However, recent research demonstrates the need for formal grammar instruction for learners to develop accuracy.
2) The chapter examines two issues: whether grammar teaching makes a difference, and what types of grammar teaching facilitate learning. It reviews research on integrating formal instruction with communicative activities.
3) While some arguments were made against teaching grammar, current research supports the role of grammar instruction. Noticing grammar helps learning, learners have developmental sequences, meaning-focused teaching is insufficient, and studies show instruction's positive effects on accuracy.
There are many factors that can influence an individual's usage of language learning strategies (LLS), including motivation, gender, level of language proficiency, and learning experiences. Highly motivated learners and those with higher proficiency levels tend to use a wider variety of LLS more frequently. Females generally report using LLS more than males. Prior experience studying a language abroad can also impact strategy selection and use. Learning style preferences, cultural background, and the social environment additionally shape an individual's approach to language learning.
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This document discusses factors that influence language learning strategies. It analyzes motivation, gender, experiences studying abroad, aptitude, and psychological/personality traits. The document reviews several studies that found females tend to use more memory and metacognitive strategies than males. Studying abroad was found to influence students' thinking and learning. Aptitude and personality were also deemed important factors as successful language learners have different strengths. The document concludes that determination, stable emotion, and strong mind control are needed to learn a new language.
The relationship between iranian efl high school students’ multiple intellige...James Cook University
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The relationship between the extraversion trait and use of the english language learning strategies
1. 2651
Indian Journal of Science and Technology Vol. 5 No. 4 (Apr 2012) ISSN: 0974- 6846
The relationship between the extraversion trait and use of the English language learning strategies
Seyed Hossein Fazeli
Department of English Language Teaching, Abadan Branch, Islamic Azad University, Abadan, Iran
fazeli78@yahoo.com
Abstract
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).
Keywords. Language learning strategies, English learning, Extraversion trait.
Introduction The past studies regarding the relationship between
Research on the related literature of Language personality and LLSs have contributed to a voluminous
Learning Strategies (LLSs) shows that the LLSs has a archive of evidence pointing to conclusion that to
history of only thirty years that is much sporadic (Chamot, understand scientifically, it must be interesting in
2005). Recently such strategies have been the focus of personality (Cook, 2008). In such case, so high progress
specific research (Oxford, 1990), and much of the has been made toward a consensus on personality
research was descriptive. Such studies show that in order structure (John, 1990; Costa & McCare, 1992; McCare &
to affect changes in perceptions of the learners’ role in John, 1992). For example, Reiss (1983) found there was
learning process; we need to discover more about what a significant correlation between successful language
learners do to learn languages successfully. learning and the extraversion trait; Ehrman and Oxford
LLSs have potential to be “an extremely powerful (1990) argue that since extroverted students like to
learning tool” (O'Malley et al., 1985) and in junction with interact with others, they learn foreign language better; it
other techniques may well prove to be an extremely a was found that there was a correlation between
useful tool for learners’ language learning (Griffiths, extraversion and certain linguistic measures (Dewaele &
2004). Moreover, use of LLSs help learners store and Furnham, 1999), and Shokri et al. (2007) proved that the
retrieve material, and facilitate their learning, and the extraversion trait had a significant positive relationship
frequency and range of strategy use is the main with surface learning. Moreover, there were found mix
difference between effective learners and less effective results. For example, Kiany (1998) found that two studies
learners (Chamat et al.,1999). showed a positive relationship between the extraversion
Marti'nez (1996) discusses some features of LLSs trait and L2 success, three studies had a positive
that are inferred from the literature. They play important relationship between the introversion trait and L2
role to facilitate language learning; Learners may use success, and three studies did not indicate any
LLSs as problem-solving mechanisms to deal with the relationship. Alternatively, Robinson, et al. (1994) found
process of second/foreign language learning. In addition, there was a positive significant correlation between the
Oxford (1990) discusses that there are some other extraversion trait and achievement of language learning,
features for LLSs such as “problem orientation, ability to but Skehan (1989) proved that there was not any
support learning directly or indirectly” (p.11). relationship.
Since 1990s, there has been a growing interest on Literature search reveals that the researchers
how personality correlates to the academic performance. researched on extraversion and introversion more than
In such case, it was shown that successful language other personality traits (MacIntyre & Charos, 1996), and
learners choose strategies suit to their personalities the conclusions regarding the studies of extraversion and
(Oxford & Nyikos, 1989), and since LLSs are not innate introversion varied from each other and they are
but learnable (Oxford, 1994), there are broad inconsistent (Busch, 1982; MacIntyer & Charos, 1996).
justifications have been offered for the evaluation of The relationship between Language Learning Strategies
personality traits as the predictors of LLSs. For instance, and Personality Traits
behavior tendencies reflected in personality traits affect Up to 1970’s, language learning was studies merely
some habits, which influence LLSs (Paunonen & based on linguistics subfields such as syntax, semantics,
O’Connor, 2007). and pragmatics. Since 1970’s psycholinguists started to
study individuals’ linguistic development based on their
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psychological development. Such studies came as education was controlled as well by a questionnaire,
psycholinguistics theories in the studies of different based on some indicators such as the parents’ socio-
researchers such as Brown (1973) and Smart (1970). In educational background and occupation; the participants
this way, research on LLSs has been inspired by two were matched as closely as possible for socio-economic
closely interwoven disciplines: cognitive psychology and background to minimize the effect of social class.
second language acquisition. Accordingly, the participants were classified as a middle
There is a general belief that the relationship between class. Moreover the most of the participants from the
personality and second language acquisition is as a two- Islamic Azad University in Khuzestan province, Iran, have
way process which they modify each other (Ellis, 1985), middle-class and similar socio-economic background.
and there are enough evidences that show personality Because of the nature of this work (regarding use of
factors can facilitate acquisition of second language the ELLSs), a general English proficiency test for
(Reiss, 1983; Strong, 1983; Ely, 1986). In addition, since determining the proficiency level of participants in English
there is a strong relationship between psychological traits was applied in order to minimize the effect of English
and the way that learners use language strategies language proficiency. As Jafarpour (2001) defines “the
(Ehraman & Oxford, 1990), psychological traits can play percent classification of subjects by the experimental test
the most important role in the field of LLSs. In such that corresponds to those by the criterion” (pp.32-33) (as
situation, Reiss (1983) found there was a significant cited in Golkar & Yamini, 2007), top of subjects are 27%
correlation between successful language learning and the and bottom of subjects are 27% (Golkar & Yamini, 2007),
conscientiousness trait. At last but not least, a review of the participant whom were classified as intermediate
the relevant literature shows that personality traits subjects, were asked to participate in the current study.
significantly influence success in learning a second Instrumentation in the current study
language (Gass & Selinker, 1994) and personality factors Four instruments were used to gather data in the current
are important in development of linguistic abilities (Ellis, study. They were:
1985). Strategy Inventory for Language Learning (SILL): As
Methodology Gould (1981) presents “Taxonomy is always a
Participants contentious issue because the world does not come to
The descriptive statistics are such type of numerical use in neat little packages” (p.158), and there is not a
representation of participants (Brown, 1996). The sample logical and well-accepted system for describing of
drawn from the population must be representative so as strategy (Oxford, 1994). In this way, finding a particular
to allow the researchers to make inferences or classification of LLSs as a universal basic classification
generalization from sample statistics to population that can be as a LLSs’ universal classification system,
(Maleske, 1995). As Riazi (1999) presents “A question what everybody agrees upon is impossible. However,
that often plagues the novice the researcher is just how from point of view of extensive review of the literature,
large his sample should been in order to conduct an Oxford (1990) gathered extensive literature on LLSs.
adequate survey or study. There is, of course, no clear- There are many significant differences between the
cut answer” (pp.242-243). If sample size is too small, it is Oxford’s taxonomy and the other ones. For example,
difficult to have a reliable answer to the research firstly, Oxford classifies heterogeneous strategies into
questions. If sample is too large, it is difficulty of doing more specific categories (Ehrman, Leaver & Oxford,
research. To leave a margin of about 20% for ineffectual 2003); secondly, according to O'Malley & Chamot (1990),
questionnaires slightly bigger numbers were chosen. In the Oxford’s strategy classification is an inclusion of every
this way, initially a total of two hundred and fifty Iranian strategy that has up to then been cited in the learning
female university level learners of English language as a literature; and thirdly, the Oxford’s taxonomy links
university major at the Islamic Azad University Branches individual strategies and groups of strategies with each of
of three cities which named Abadan, Dezful and Masjed- the four language skills (Oxford & Burry-Stock, 1995). In
Solyman in Khuzestan province in south of Iran, were this way, Griffiths (2004) suggests the Oxford’
asked to participate in this research work. It must bear in classification system of LLSs can be as a useful base for
mind that number of participants may affect the understanding LLSs.
appropriateness of particular tool (Cohen & Scott, The Oxford’s taxonomy includes Memory Strategies,
1996).The intact classes were chosen. Cognitive Strategies, Compensation Strategies,
The chosen participants for this study were female Metacognitive Strategies, Affective Strategies, and Social
students studying in third grade (year) of English major of Strategies.
B.A. degree, ranging age from 19 to 28 (Mean=23.4, Based on the Oxford’s classification, the Strategy
SD=2).Their mother tongue was Persian (Farsi) which is Inventory for Language Learning (SILL, version 7.0) was
the official language of Iran, according to Act 15 of the developed. The SILL is a kind of self-report questionnaire
Iranian constitution. that has been used extensively by the researchers in
The socio-economic status of participants, such as many countries, and its reliability has been checked in
the participants’ social background, and parents’ level
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multiple ways, and has been reported as high validity, The short form of the NEO-FFI (Costa & McCare,
reliability and utility (Oxford, 1996). 1992) was translated into Persian language (Fathi-
The SILL is a structured survey (Oxford, 1990), which Ashtiani, 2009) with some adaptations was used in the
according to Oxford and Nyikos (1989) the strategies current study. It is consist of sixty items, 12 items for each
which were included in the SILL were gathered from of the “Big Five” sub-scales.
extensive literature review. In addition, Oxford (1996) The Extraversion trait is one of the five traits that are
claims in general, the SILL reliability has been high, and assessed through the NEO-FFI. The Extraversion trait
the reliability remains “very acceptable” (Oxford & Bury- represents the tendency to be sociable and assertive,
Stock, 1995). Moreover, Green & Oxford (1995) claim cheerful, active, upbeat, and optimistic, assertiveness,
that reliability using Cronbach's alpha ranging from 0.93 and positive emotionality. Moreover, “Extraversion
to 0.95 depending whether the survey is taken in learner’s implies an energetic approach toward the social and
own language or in target language. In addition, the SILL material world” (John & Srivastava, 1999).
has used with learners whose native languages were Sample of the pilot study
different languages such as Chinese, French, Germen, The sample for the pilot study, as “A small-scale
Italian, Japanese, Korean, Spanish, Thai, and Turkish replica and a rehearsal of the main study” (Riazi, 1999),
(Oxford, 1990). In addition, its reliability reported in many was selected so as it represents the entire sample for
studies as high reliability in translated version of different participants whom asked to participate in the main study.
languages (Grainger, 1997; Griffiths, 2002; Oxford & Since sample size in pilot study ranges from 20 to bigger
Nyikos, 1989; Park, 1997; Sharp, 2008; Szu-Hsin et al., of 65 (Hinkin,1998), thirty nine female students university
2006; Yang, 2007). level learners of English language as a university major at
Regarding the validity of SILL, the Oxford and Burry- Islamic Azad University Branches of three cities which
Stock (1995) claims that the all types of validity are very named Abadan, Dezful ,and Masjed-Solyman were asked
high. Moreover, factor analysis of the SILL is confirmed to participate in the pilot study.
by many studies (Hsiao & Oxford, 2002; Oxford, 1996; Reliability of the instruments
Oxford & Burry-Stock, 1995). In this way, as Ellis (1994) This section will explore the reliability of the four
believes the Oxford’s taxonomy is possibly the most instruments: the SILL, the NEO-FFI, and the Openness to
comprehensive currently available. Several empirical Experiences trait as a sub-scale of NEO-FFI, and TOEFL.
studies have been found moderate inter-correlation Since Cronbach's alpha is one of the standard ways of
between the items of six categories in the SILL (Oxford & expressing a test’s reliability (Foster, 1998); and its
Ehrman, 1995). coefficient is commonly used to describe the reliability
The original SILL includes 50 items, but the adapted factors of multi-point formatted questionnaires or scales;
version includes 49 items that adapted for the current in such way, the reliability of our experimental measures
study. In adapted version of the SILL, one item was taken were assessed by calculating Cronbach's alpha over the
out. The item was deleted based on the feedback from items of the four instruments across all the participants in
participants in the pilot study. Revision in part of the current study which were found 0.89 for the SILL
Cognitive Strategies includes deletion of item number 22 (Cronbach's alpha were 0.73 for Memory Strategies, 0.71
“I try not to translate word for word”. The possible reason for Cognitive Strategies, 0.72 for Compensation
why the item 22 affects the reliability of the SILL can be Strategies, 0.81 for Meta-cognitive Strategies, 0.71 for
the suggestion of the most teachers to “avoid translation Affective Strategies, and 0.73 for Social Strategies), 0.82
word for word”. for the NEO-FFI, 0.69 for the Extraversion trait, and
Test of english as a foreign language (TOEFL): TOEFL 0.80 for TOEFL. The reliability coefficient indicated the
(Structure and Written Expression, and Reading degree to which the results on a scale can be considered
Comprehension parts) as a general English proficiency internally consistent, or reliable (De Vellis, 2003;
test was used. Ghiasvand, 2008; Moemeni, 2007; Nunnally & Bernstein,
A background questionnaire: The socio-economic status 1994). Such finding of reliabilities for the four instruments
of participants was controlled as well by a background confirmed the finding of reliabilities in the pilot study. The
questionnaire. period of time to administrate each of stages was
NEO-Five Factors Inventory (NEO-FFI): The evidences assigned based on the pilot study.
indicate that five factors of personality is fairly stable over Data collection procedures in the main study
time (Costa & McCare, 1988; Digman, 1989). In addition, The data for the study described in this study was
factor structures resembling such factors of personality collected between September 2010 and November 2010
were identified in numerous sets of variables (Digman & in Iran, at the Islamic Azad University Branches of three
Inouye, 1986; Goldberg, 1981, 1990; John, 1990; McCare cities that named Abadan, Dezful, and Masjed-Solyman.
& Costa, 1985; Saucier & Goldberg, 1996). Based on As stated, these three cities are located in Khuzestan
such five factors, the NEO-FFI was developed. It is a self- province in south of Iran.
scoring, and paper and pencil survey.
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Stage One: At this stage, the participants were asked to frequently used, with a mean of 3.7(SD=0.64). The mean
answer TOEFL test. Approximately 80 minutes were use of strategies in the other five categories were
taken to answer the test (The first week). 3.2(SD=0.63) for Compensation Strategies, 3.1(SD=0.69)
Stage Two: At the second stage, the respondents were for Affective Strategies, 3.1(SD=0.79) for Social
asked to fill the adapted SILL. The respondents were Strategies, 3.0(SD=0.59) for Memory Strategies, and
asked to respond to the questions within 10-15 minutes. 3.0(SD=0.52) for Cognitive Strategies. Mean of the
Alongside adapted SILL, the Background Questionnaire overall strategy use was 3.2(SD=0.45), which categorized
was administrated (The second week). as a medium level. Except the Meta-cognitive category,
Stage Three: At this stage, the NEO-FFI was there was not much difference in the mean scores of
administrated. 10 – 15 minutes was enough to complete strategy use among the other five categories.
the NEO-FFI (The third week). The means were calculated in order to determine the
Data Analysis: After data collection, the data was entered mean of each of five traits of personality among the total
onto databases (Excel and SPSS) to enable data analysis group of the respondents (N=213) (Table 2).
to be carried out. Table 2 showed that the mean of the
The procedure of data analysis includes Pearson Conscientiousness trait (Mean=34.7, SD=6.3) was more
Correlation that used to identify the strength and direction than each of the means of the other four traits, and the
of the relationship between variables. As known to the mean of the Neuroticism trait (Mean=23.0, SD=8.3) was
researchers in the field, correlation does not imply less than each of the means of the other four traits.
causality, but it does provide a picture of relationships. The Pearson Correlation was performed for all the overall
The important point, the classification of strength of six categories of strategy use and the Extraversion trait
correlation is not well accepted among different (Table 3).
researchers, and there are different classifications such According to Table 3, regarding the Extraversion trait,
as the classification suggested by Cohen, (1988), Delavar the students’ strategy use was significant positively
(2010) and Ghiasvand (2008). In the current study, the correlated with the Extraversion trait for one category (the
classification that was suggested by Cohen, (1988) was overall Memory strategy use) at the p<0.01 level (2-
chosen as a criterion to interpret and discuss about the tailed), for each of the two of categories of the overall
strength of the correlation. It is as Table 1. strategy use (the overall Meta-cognitive, or Social
Table1.The classification was suggested by Cohen, J (1988) strategy use at the p<0.05 level (2-tailed)). The level of
Level of Strength Amount of the Strength correlation for all the categories was found at low level.
Low r = .10 to .29 For each of the other three categories (the overall
Medium r = .30 to .49 Cognitive, Compensation, or Affective strategy use), the
Strong r = .50 to 1 correlation was non-significant.
Table 2. Means and Standard Deviations (SD) of the five Table 3 indicated that based on increasing of the
traits of personality in the current study Extraversion trait level of the students, higher average of
Personality Trait N Mean SD Memory Strategies would be used, and based on
Neuroticism 213 23.0 8.3 decreasing of the Extraversion trait level, lower average
Extraversion 213 27.4 5.5 of Memory Strategies would be used. In such way, Table
Openness to Experiences 213 27.9 4.7 3 showed that there was a meaningful significant positive
Agreeableness 213 32.4 5.4
relationship between the overall Memory strategy use
Conscientiousness 213 34.7 6.3
and the Extraversion trait (r=0.261, p<0.01). The positive
Results, discussion and conclusion relationship implies that the more extraverted students
In reporting the frequency use of LLSs, Oxford’s key use Memory Strategies more.
(1990) was used to understand mean scores on the SILL According to Table 3, the students’ overall Cognitive
in the current study. strategy use was not significant correlated with the
In the entire sample (N=213), except the Meta- Extraversion trait (p>0.05). In such way, Table 3 indicated
cognitive category, the mean score for each of the five that there was not a meaningful significant relationship
categories fell in the range of medium strategy use. The between the overall Cognitive strategy use and the
strategies in the Meta-cognitive category were the most Extraversion trait.
Table 3. The summary of correlations among the overall six categories of strategy use and Extraversion trait
MEM. S. COG. S. COM. S. MET. S. AFF. S. SOC. S.
** * *
Extraversion Pearson .261 .089 .042 .166 .022 .168
Correlation
Sig. (2- .000 .195 .538 .015 .747 .014
tailed)
N 213 213 213 213 213 213
**. Correlation is significant at the 0.01 level (2-tailed)
*. Correlation is significant at the 0.05 level (2-tailed)
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According to Table 3, the students’ overall fluctuate in short period. The test-retest reliability
Compensation strategy use was not significant correlated measure is better indicator of reliability in this type of
with the Extraversion trait (p>0.05). In such way, Table 3 research.
indicated that there was not a meaningful significant The fourth issue, since measurements which are
relationship between the overall Compensation strategy developed in the western countries may not be so
use and the Extraversion trait. successfully employed in the eastern countries like Iran,
Based on increasing of the Extraversion trait level of and many value measurements which are developed in
the students, higher average of Meta-cognitive Strategies western countries were not success to assess in eastern
would be used, and based on decreasing of the countries (Matthews, 2000; Schwartz et al., 2001). In the
Extraversion trait level, lower average of Meta-cognitive case of used instruments, may some limitations
Strategies would be used. In such way, Table 3 showed disappeared. Such limitations are characteristics of cross
that there was a meaningful significant positive cultural-research and instruments.
relationship between the overall Meta-cognitive strategy Generally speaking, it is rarely possible to adequately
use and the Extraversion trait (r=0.166, p<0.05). The control for all variables in any natural research, in this
positive relationship implies that the more extraverted way it is better that it should be some research method to
students use Meta-cognitive Strategies more. corroborate the results of the SILL and the NEO-FFI.
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