EFL Learners’ Big Five Personalities, Language Learning Strategies, and Speaking Skills
Keywords:
Big Five personalities, language learning strategies, speaking skills
Abstract
Accommodating learners’ individual differences including personalities and language learning strategies is important in implementing the learner-centred instruction. This current research investigated the correlation of EFL learners’ Big Five personalities, language learning strategies, and speaking skills. It tried to answer the questions if there is (a) any correlation between the EFL learners’ Big Five personalities and speaking skills, (b) any correlation between the EFL learners’ learning strategies and speaking skills, and (c) any correlation between the predictor variables (EFL learners’ Big Five personalities and language learning strategies) and the criterion variable (speaking skills). This present study involved 357 students from 3 senior high schools in Pontianak, West Kalimantan, academic year 2018/2019. The data were obtained through questionnaires and speaking test. The data were analysed using statistical analysis through correlational and regression tests to answer the research questions. The results revealed that there was no significant correlation found between the EFL learners’ Big Five personalities and speaking skills (Sig. (2tailed)=0.464>alpha level 0.05), between the learners’ language learning strategies and speaking skills (Sig. (2tailed)=0.575>alpha level 0.05), and between the predictor variables and criterion variables (Sig. (2tailed)=0.712>alpha level 0.05). These results showed that other variables outside personality and language learning strategy might correlate to the learners’ speaking skillsReferences
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Afshar, H. S., Sohrabi, S., & Mohammadi, R. M. (2015). On the relationship among Iranian ESP learners’ learning strategy use, learning styles and their English language achievement. Procedia-Social and Behavioral Sciences, 192, 724-729. doi: 10.1016/j.sbspro.2015.06.079
Bergil, A. S. (2016). The influence of willingness to communicate on overall speaking skills among EFL learners. Procedia-Social and Behavioral Sciences, 232, 177-187. doi: 10.1016/j.sbspro.2016.10.043
Bidjerano, T., & Dai, D. Y. (2007). The relationship between the big-five model of personality and self-regulated learning strategies. Learning and Individual Differences, 17(1), 69-81. doi: 10.1016/j.lindif.2007.02.001
Biedroń, A. (2011). Personality factors as predictors of foreign language aptitude. Studies in Second Language Learning and Teaching, 1(4), 467-489.
Boonkit, K. (2010). Enhancing the development of speaking skills for non-native speakers of English. Procedia-Social and Behavioral Sciences, 2(2), 1305-1309. https://doi.org/doi:10.1016/j.sbspro.2010.03.191
Bremner, S. (1999). Language learning strategies and language proficiency: Investigating the relationship in Hong Kong. Canadian Modern Language Review, 55(4), 490-514. doi: 10.3138/cmlr.55.4.490
Brown, H. D. (2000). Teaching by principles: An interactive approach to language pedagogy (2nd ed.). San Francisco: Longman.
Brown, H. D. (2003). Language assessment: Principles and classroom practices. San Francisco: Longman.
Busato, V. V., Prins, F. J., Elshout, J. J., & Hamaker, C. (1999). The relations between learning styles, the Big Five personality traits and achievement motivation in higher education. Personality and Individual Differences, 26(1), 129–140. doi: 10.1016/S0191-8869(98)00112-3
Busch, D. (1982). Introversionâ€extraversion and the EFL proficiency of Japanese students. Language Learning, 32(1), 109-132. doi: 10.1111/j.1467-1770.1982.tb00521.x
Çağatay, S. (2015). Examining EFL students’ foreign language speaking anxiety: The case at a Turkish state university. Procedia-Social and Behavioral Sciences, 199, 648-656. https://doi.org/doi: 10.1016/j.sbspro.2015.07.594
Carrell, P. L., Prince, M. S., & Astika, G. G. (1996). Personality types and language learning in an EFL context. Language Learning, 46(1), 75-99. doi: 10.1111/j.1467-1770.1996.tb00641.x
Celce-Murcia, M. (2001). Language teaching approaches: An overview. In teaching English as a second or foreign language (3rd ed.). Boston: Heinle & Heinle.
Cervone, D., & Pervin, L. A. (2013). Personality: Theory and research (12th ed.). Danvers: John Wiley & Sons, Inc.
Chamorro-Premuzic, T., & Furnham, A. (2003). Personality predicts academic performance: Evidence from two longitudinal university samples. Journal of Research in Personality, 37(4), 319–338. doi: 10.1016/S0092-6566(02)00578-0
Chamot, A. U. (2004). Issues in language learning strategy research and teaching. Electronic Journal of Foreign Language Teaching, 1(1), 14-26.
Chostelidou, D., Griva, E., & Tsakiridou, E. (2015). Language learners’ skills and strategies: assessing academic needs in a multilingual context. Procedia-Social and Behavioral Sciences, 191, 1472-1478. doi: 10.1016/j.sbspro.2015.04.442
Cloninger, S. (2004). Theories of personality: Understanding persons (4th ed.). New Jersey: Pearson Education, Inc.
Costa Jr, P. T., & McCrae, R. R. (1992). Four ways five factors are basic. Personality and Individual Differences, 13(6), 653-665. doi: 10.1016/0191-8869(92)90236-I
Costa, P. T., Jr., & McCrae, R. R. (1995). Solid grounds in the wetlands of personality. Psychological Bulletin, 117, 216–220.
Creswell, J. W. (2012). Educational research (4th ed.). Boston: Pearson Education.
De Raad, B., & Schouwenburg, H. C. (1996). Personality in learning and education: A review. European Journal of Personality, 10(5), 303-336. doi: 10.1002/(SICI)1099-0984(199612)10:5<303::AID-PER262>3.0.CO;2-2
Diaab, S. (2016). Role of faulty instructional methods in Libyan EFL learners’ speaking difficulties. Procedia-Social and Behavioral Sciences, 232, 338-345. doi: 10.1016/j.sbspro.2016.10.032
Digman, J. M., & Takemoto-Chock, N. K. (1981). Factors in the natural language of personality: Re-analysis, comparison, and interpretation of six major studies. Multivariate Behavioral Research, 16(2), 149-170. doi: 10.1207/s15327906mbr1602_2
Dörrenbächer, L., & Perels, F. (2016). Self-regulated learning profiles in college students: Their relationship to achievement, personality, and the effectiveness of an intervention to foster self-regulated learning. Learning and Individual Differences, 51, 229-241. doi: 10.1016/j.lindif.2016.09.015
Duff, A., Boyle, E., Dunleavy, K., & Ferguson, J. (2004). The relationship between personality, approach to learning and academic performance. Personality and Individual Differences, 36(8), 1907-1920. doi: 10.1016/j.paid.2003.08.020
Dutton, E., Van der Linden, D., Madison, G., Antfolk, J., & Menie, M. A. W. (2016). The intelligence and personality of Finland's Swedish-speaking minority. Personality and Individual Differences, 97, 45-49. doi: 10.1016/j.paid.2016.03.024
Eilam, B., Zeidner, M., & Aharon, I. (2009). Student conscientiousness, self-regulated learning, and science achievement: An explorative field study. Psychology in the Schools, 46(5), 420–432. doi: 10.1002/pits.20387
Entwistle, N., Tait, H., & McCune, V. (2000). Patterns of response to an approaches to studying inventory across contrasting groups and contexts. European Journal of Psychology of Education, 15(1), 33-48.
Feist, J., & Feist, G. J. (2009). Theories of personality (7th ed.). The McGraw−Hill Companies.
Fricke, K. R., & Herzberg, P. Y. (2017). Personality and self-reported preference for music genres and attributes in a German-speaking sample. Journal of Research in Personality, 68, 114-123. doi: 10.1016/j.jrp.2017.01.001
Geisler-Brenstein, E., Schmeck, R. R., & Hetherington, J. (1996). An individual difference perspective on student diversity. Higher Education, 31(1), 73–96. doi: 10.1007/BF00129108
Green, J. M., & Oxford, R. (1995). A closer look at learning strategies, L2 proficiency, and gender. TESOL Quarterly, 29(2), 261-297. doi: 10.2307/3587625
Hall, J. K. (2001). Methods for teaching foreign languages. Upper Saddle River, NJ: Prentice Hall, Inc.
Huang, S. C. (2001). Effect of language learning strategies training on English learning. Report No FL 027 117. Taiwan: National Changhua University of Education. Retrieved from Eric Document Reproduction Service No ED 461 287.
Hughes, R. (2011). Teaching and researching: Speaking (2nd ed.). Pearson Education Limited.
John, O. P., Naumann, L. P., & Soto, C. J. (2008). Paradigm shift to the integrative big five trait taxonomy. Handbook of Personality: Theory and Research, 3(2), 114-158.
Karatas, H., Alci, B., Bademcioglu, M., & Ergin, A. (2016). An Investigation into University Students’ Foreign Language Speaking Anxiety. Procedia-Social and Behavioral Sciences, 232, 382-388. doi: 10.1016/j.sbspro.2016.10.053
Khoiriyah, S. L. (2016). The correlation among attitude, motivation and speaking achievement of college students across personality factors. OKARA: Jurnal Bahasa dan Sastra, 10(1), 78-92. doi: 10.19105/ojbs.v10i1.813
Kokkinos, C. M., Kargiotidis, A., & Markos, A. (2015). The relationship between learning and study strategies and big five personality traits among junior university student teachers. Learning and Individual Differences, 43, 39-47. doi: 10.1016/j.lindif.2015.08.031
Komarraju,M., Karau, S.J., Schmeck, R.R., & Avdic, A. (2011). The big five personality traits, learning styles, and academic achievement. Personality and Individual Differences, 51, 472–477. doi: 10.1016/j.paid.2011.04.019
Magdalena, S. M. (2015). The relationship of learning styles, learning behaviour and learning outcomes at the romanian students. Procedia-Social and Behavioral Sciences, 180, 1667-1672. doi: 10.1016/j.sbspro.2015.05.062
McCrae, R. R., & Costa Jr, P. T. (2003). Personality in adulthood: A five-factor theory perspective. New York: The Guilford Press.
Nisbet, D. L., Tindall, E. R., & Arroyo, A. A. (2005). Language learning strategies and English proficiency of Chinese university students. Foreign Language Annals, 38(1), 100-107. doi: 10.1111/j.1944-9720.2005.tb02457.x
Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Boston: Heinle & Heinle.
Oxford, R. L. (2017). Teaching and researching language learning strategies: Self-regulation in context. New York: Routledge.
Phillips, V. (1991). A look at learner strategy use and ESL proficiency. Catesol Journal, 4(1), 57-67.
Pietrzykowska, A. (2014). The relationship between learning strategies and speaking performance. In Classroom-Oriented Research (pp. 55-68). Springer, Heidelberg. doi: 10.1007/978-3-319-00188-3_4
Sadeghi, B., Hassani, M. T., & Hessari, A. D. (2014). On the relationship between learners’ needs and their use of language learning strategies. Procedia-Social and Behavioral Sciences, 136, 255-259. doi: 10.1016/j.sbspro.2014.05.324
Salahshour, F., Sharifi, M., & Salahshour, N. (2013). The relationship between language learning strategy use, language proficiency level and learner gender. Procedia-Social and Behavioral Sciences, 70, 634-643. doi: 10.1016/j.sbspro.2013.01.103
Sheorey, R. (1999). An examination of language learning strategy use in the setting of an indigenized variety of English. System, 27(2), 173-190. doi: 10.1016/S0346-251X(99)00015-9
Sorić, I., Penezić, Z., & Burić, I. (2017). The Big Five personality traits, goal orientations, and academic achievement. Learning and Individual Differences, 54, 126-134. doi: 10.1016/j.lindif.2017.01.024
Suliman, F. H. A. (2014). The role of extrovert and introvert personality in second language acquisition. Proceedings of IOSR Journal of Humanities and Social Science, 20, 109-14.
Tabatabaei, O., & Mashayekhi, S. (2013). The relationship between EFL learners’ learning styles and their L2 achievement. Procedia-Social and Behavioral Sciences, 70, 245-253. doi: 10.1016/j.sbspro.2013.01.061
Tait, H., & Entwistle, N. (1996). Identifying students at risk through ineffective study strategies. Higher Education, 31(1), 97-116. doi: 10.1007/BF00129109
Takeuchi, O. (1993). Language learning strategies and their relationship to achievement in English as a foreign language. Language Laboratory, 30, 17-34. doi: 10.24539/llaj.30.0_17
Thornbury, S. (2005). How to teach speaking. London: Longman.
Tılfarlıoğlu, F., & Yalçın, E. (2005). An analysis of the relationship between the use of grammar learning strategies and student achievement at English preparatory classes. Dil ve Dilbilimi Çalışmaları Dergisi, 1(2), 155-169. Retrieved from https://dergipark.org.tr/en/pub/jlls/issue/9922/122806
Verhoeven, L., & Vermeer, A. (2002). Communicative competence and personality dimensions in first and second language learners. Applied Psycholinguistics, 23(3), 361-374. doi: 10.1017.S014271640200303X
Wharton, G. (2000). Language learning strategy use of bilingual foreign language learners in Singapore. Language Learning, 50(2), 203-243. doi: 10.1111/0023-8333.00117
Wong, L. L., & Nunan, D. (2011). The learning styles and strategies of effective language learners. System, 39(2), 144-163. doi: 10.1016/j.system.2011.05.004
Yılmaz, C. (2010). The relationship between language learning strategies, gender, proficiency and self-efficacy beliefs: a study of ELT learners in Turkey. Procedia-Social and Behavioral Sciences, 2(2), 682-687. doi: 10.1016/j.sbspro.2010.03.084
Zeinivand, T., Azizifar, A., & Gowhary, H. (2015). The relationship between attitude and speaking proficiency of Iranian EFL learners: The case of Darrehshehr city. Procedia-Social and Behavioral Sciences, 199, 240-247. doi: 10.1016/j.sbspro.2015.07.512
Afshar, H. S., Sohrabi, S., & Mohammadi, R. M. (2015). On the relationship among Iranian ESP learners’ learning strategy use, learning styles and their English language achievement. Procedia-Social and Behavioral Sciences, 192, 724-729. doi: 10.1016/j.sbspro.2015.06.079
Bergil, A. S. (2016). The influence of willingness to communicate on overall speaking skills among EFL learners. Procedia-Social and Behavioral Sciences, 232, 177-187. doi: 10.1016/j.sbspro.2016.10.043
Bidjerano, T., & Dai, D. Y. (2007). The relationship between the big-five model of personality and self-regulated learning strategies. Learning and Individual Differences, 17(1), 69-81. doi: 10.1016/j.lindif.2007.02.001
Biedroń, A. (2011). Personality factors as predictors of foreign language aptitude. Studies in Second Language Learning and Teaching, 1(4), 467-489.
Boonkit, K. (2010). Enhancing the development of speaking skills for non-native speakers of English. Procedia-Social and Behavioral Sciences, 2(2), 1305-1309. https://doi.org/doi:10.1016/j.sbspro.2010.03.191
Bremner, S. (1999). Language learning strategies and language proficiency: Investigating the relationship in Hong Kong. Canadian Modern Language Review, 55(4), 490-514. doi: 10.3138/cmlr.55.4.490
Brown, H. D. (2000). Teaching by principles: An interactive approach to language pedagogy (2nd ed.). San Francisco: Longman.
Brown, H. D. (2003). Language assessment: Principles and classroom practices. San Francisco: Longman.
Busato, V. V., Prins, F. J., Elshout, J. J., & Hamaker, C. (1999). The relations between learning styles, the Big Five personality traits and achievement motivation in higher education. Personality and Individual Differences, 26(1), 129–140. doi: 10.1016/S0191-8869(98)00112-3
Busch, D. (1982). Introversionâ€extraversion and the EFL proficiency of Japanese students. Language Learning, 32(1), 109-132. doi: 10.1111/j.1467-1770.1982.tb00521.x
Çağatay, S. (2015). Examining EFL students’ foreign language speaking anxiety: The case at a Turkish state university. Procedia-Social and Behavioral Sciences, 199, 648-656. https://doi.org/doi: 10.1016/j.sbspro.2015.07.594
Carrell, P. L., Prince, M. S., & Astika, G. G. (1996). Personality types and language learning in an EFL context. Language Learning, 46(1), 75-99. doi: 10.1111/j.1467-1770.1996.tb00641.x
Celce-Murcia, M. (2001). Language teaching approaches: An overview. In teaching English as a second or foreign language (3rd ed.). Boston: Heinle & Heinle.
Cervone, D., & Pervin, L. A. (2013). Personality: Theory and research (12th ed.). Danvers: John Wiley & Sons, Inc.
Chamorro-Premuzic, T., & Furnham, A. (2003). Personality predicts academic performance: Evidence from two longitudinal university samples. Journal of Research in Personality, 37(4), 319–338. doi: 10.1016/S0092-6566(02)00578-0
Chamot, A. U. (2004). Issues in language learning strategy research and teaching. Electronic Journal of Foreign Language Teaching, 1(1), 14-26.
Chostelidou, D., Griva, E., & Tsakiridou, E. (2015). Language learners’ skills and strategies: assessing academic needs in a multilingual context. Procedia-Social and Behavioral Sciences, 191, 1472-1478. doi: 10.1016/j.sbspro.2015.04.442
Cloninger, S. (2004). Theories of personality: Understanding persons (4th ed.). New Jersey: Pearson Education, Inc.
Costa Jr, P. T., & McCrae, R. R. (1992). Four ways five factors are basic. Personality and Individual Differences, 13(6), 653-665. doi: 10.1016/0191-8869(92)90236-I
Costa, P. T., Jr., & McCrae, R. R. (1995). Solid grounds in the wetlands of personality. Psychological Bulletin, 117, 216–220.
Creswell, J. W. (2012). Educational research (4th ed.). Boston: Pearson Education.
De Raad, B., & Schouwenburg, H. C. (1996). Personality in learning and education: A review. European Journal of Personality, 10(5), 303-336. doi: 10.1002/(SICI)1099-0984(199612)10:5<303::AID-PER262>3.0.CO;2-2
Diaab, S. (2016). Role of faulty instructional methods in Libyan EFL learners’ speaking difficulties. Procedia-Social and Behavioral Sciences, 232, 338-345. doi: 10.1016/j.sbspro.2016.10.032
Digman, J. M., & Takemoto-Chock, N. K. (1981). Factors in the natural language of personality: Re-analysis, comparison, and interpretation of six major studies. Multivariate Behavioral Research, 16(2), 149-170. doi: 10.1207/s15327906mbr1602_2
Dörrenbächer, L., & Perels, F. (2016). Self-regulated learning profiles in college students: Their relationship to achievement, personality, and the effectiveness of an intervention to foster self-regulated learning. Learning and Individual Differences, 51, 229-241. doi: 10.1016/j.lindif.2016.09.015
Duff, A., Boyle, E., Dunleavy, K., & Ferguson, J. (2004). The relationship between personality, approach to learning and academic performance. Personality and Individual Differences, 36(8), 1907-1920. doi: 10.1016/j.paid.2003.08.020
Dutton, E., Van der Linden, D., Madison, G., Antfolk, J., & Menie, M. A. W. (2016). The intelligence and personality of Finland's Swedish-speaking minority. Personality and Individual Differences, 97, 45-49. doi: 10.1016/j.paid.2016.03.024
Eilam, B., Zeidner, M., & Aharon, I. (2009). Student conscientiousness, self-regulated learning, and science achievement: An explorative field study. Psychology in the Schools, 46(5), 420–432. doi: 10.1002/pits.20387
Entwistle, N., Tait, H., & McCune, V. (2000). Patterns of response to an approaches to studying inventory across contrasting groups and contexts. European Journal of Psychology of Education, 15(1), 33-48.
Feist, J., & Feist, G. J. (2009). Theories of personality (7th ed.). The McGraw−Hill Companies.
Fricke, K. R., & Herzberg, P. Y. (2017). Personality and self-reported preference for music genres and attributes in a German-speaking sample. Journal of Research in Personality, 68, 114-123. doi: 10.1016/j.jrp.2017.01.001
Geisler-Brenstein, E., Schmeck, R. R., & Hetherington, J. (1996). An individual difference perspective on student diversity. Higher Education, 31(1), 73–96. doi: 10.1007/BF00129108
Green, J. M., & Oxford, R. (1995). A closer look at learning strategies, L2 proficiency, and gender. TESOL Quarterly, 29(2), 261-297. doi: 10.2307/3587625
Hall, J. K. (2001). Methods for teaching foreign languages. Upper Saddle River, NJ: Prentice Hall, Inc.
Huang, S. C. (2001). Effect of language learning strategies training on English learning. Report No FL 027 117. Taiwan: National Changhua University of Education. Retrieved from Eric Document Reproduction Service No ED 461 287.
Hughes, R. (2011). Teaching and researching: Speaking (2nd ed.). Pearson Education Limited.
John, O. P., Naumann, L. P., & Soto, C. J. (2008). Paradigm shift to the integrative big five trait taxonomy. Handbook of Personality: Theory and Research, 3(2), 114-158.
Karatas, H., Alci, B., Bademcioglu, M., & Ergin, A. (2016). An Investigation into University Students’ Foreign Language Speaking Anxiety. Procedia-Social and Behavioral Sciences, 232, 382-388. doi: 10.1016/j.sbspro.2016.10.053
Khoiriyah, S. L. (2016). The correlation among attitude, motivation and speaking achievement of college students across personality factors. OKARA: Jurnal Bahasa dan Sastra, 10(1), 78-92. doi: 10.19105/ojbs.v10i1.813
Kokkinos, C. M., Kargiotidis, A., & Markos, A. (2015). The relationship between learning and study strategies and big five personality traits among junior university student teachers. Learning and Individual Differences, 43, 39-47. doi: 10.1016/j.lindif.2015.08.031
Komarraju,M., Karau, S.J., Schmeck, R.R., & Avdic, A. (2011). The big five personality traits, learning styles, and academic achievement. Personality and Individual Differences, 51, 472–477. doi: 10.1016/j.paid.2011.04.019
Magdalena, S. M. (2015). The relationship of learning styles, learning behaviour and learning outcomes at the romanian students. Procedia-Social and Behavioral Sciences, 180, 1667-1672. doi: 10.1016/j.sbspro.2015.05.062
McCrae, R. R., & Costa Jr, P. T. (2003). Personality in adulthood: A five-factor theory perspective. New York: The Guilford Press.
Nisbet, D. L., Tindall, E. R., & Arroyo, A. A. (2005). Language learning strategies and English proficiency of Chinese university students. Foreign Language Annals, 38(1), 100-107. doi: 10.1111/j.1944-9720.2005.tb02457.x
Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Boston: Heinle & Heinle.
Oxford, R. L. (2017). Teaching and researching language learning strategies: Self-regulation in context. New York: Routledge.
Phillips, V. (1991). A look at learner strategy use and ESL proficiency. Catesol Journal, 4(1), 57-67.
Pietrzykowska, A. (2014). The relationship between learning strategies and speaking performance. In Classroom-Oriented Research (pp. 55-68). Springer, Heidelberg. doi: 10.1007/978-3-319-00188-3_4
Sadeghi, B., Hassani, M. T., & Hessari, A. D. (2014). On the relationship between learners’ needs and their use of language learning strategies. Procedia-Social and Behavioral Sciences, 136, 255-259. doi: 10.1016/j.sbspro.2014.05.324
Salahshour, F., Sharifi, M., & Salahshour, N. (2013). The relationship between language learning strategy use, language proficiency level and learner gender. Procedia-Social and Behavioral Sciences, 70, 634-643. doi: 10.1016/j.sbspro.2013.01.103
Sheorey, R. (1999). An examination of language learning strategy use in the setting of an indigenized variety of English. System, 27(2), 173-190. doi: 10.1016/S0346-251X(99)00015-9
Sorić, I., Penezić, Z., & Burić, I. (2017). The Big Five personality traits, goal orientations, and academic achievement. Learning and Individual Differences, 54, 126-134. doi: 10.1016/j.lindif.2017.01.024
Suliman, F. H. A. (2014). The role of extrovert and introvert personality in second language acquisition. Proceedings of IOSR Journal of Humanities and Social Science, 20, 109-14.
Tabatabaei, O., & Mashayekhi, S. (2013). The relationship between EFL learners’ learning styles and their L2 achievement. Procedia-Social and Behavioral Sciences, 70, 245-253. doi: 10.1016/j.sbspro.2013.01.061
Tait, H., & Entwistle, N. (1996). Identifying students at risk through ineffective study strategies. Higher Education, 31(1), 97-116. doi: 10.1007/BF00129109
Takeuchi, O. (1993). Language learning strategies and their relationship to achievement in English as a foreign language. Language Laboratory, 30, 17-34. doi: 10.24539/llaj.30.0_17
Thornbury, S. (2005). How to teach speaking. London: Longman.
Tılfarlıoğlu, F., & Yalçın, E. (2005). An analysis of the relationship between the use of grammar learning strategies and student achievement at English preparatory classes. Dil ve Dilbilimi Çalışmaları Dergisi, 1(2), 155-169. Retrieved from https://dergipark.org.tr/en/pub/jlls/issue/9922/122806
Verhoeven, L., & Vermeer, A. (2002). Communicative competence and personality dimensions in first and second language learners. Applied Psycholinguistics, 23(3), 361-374. doi: 10.1017.S014271640200303X
Wharton, G. (2000). Language learning strategy use of bilingual foreign language learners in Singapore. Language Learning, 50(2), 203-243. doi: 10.1111/0023-8333.00117
Wong, L. L., & Nunan, D. (2011). The learning styles and strategies of effective language learners. System, 39(2), 144-163. doi: 10.1016/j.system.2011.05.004
Yılmaz, C. (2010). The relationship between language learning strategies, gender, proficiency and self-efficacy beliefs: a study of ELT learners in Turkey. Procedia-Social and Behavioral Sciences, 2(2), 682-687. doi: 10.1016/j.sbspro.2010.03.084
Zeinivand, T., Azizifar, A., & Gowhary, H. (2015). The relationship between attitude and speaking proficiency of Iranian EFL learners: The case of Darrehshehr city. Procedia-Social and Behavioral Sciences, 199, 240-247. doi: 10.1016/j.sbspro.2015.07.512
Published
2020-05-28
How to Cite
Marpaung, D., & Widyantoro, A. (2020). EFL Learners’ Big Five Personalities, Language Learning Strategies, and Speaking Skills. Indonesian Journal of EFL and Linguistics, 5(1), 73-96. https://doi.org/10.21462/ijefl.v5i1.224
Section
Articles