Influence of Personality and Learning Styles in English Language Achievement

Abstract

Reconnoitering the factors that may impact the academic achievement of learners is relevant for instructional scientists. The absence of knowledge of this likely connection with teachers and learners can lead to discouragement of the further perseverance of language learners. The present study seeks to define the prevalence of personality types and learning styles in Bangladeshi context as well as to address the impact of traits and styles on the samples (N = 676). A cross-sectional quantitative research design was used for this study and self-reported BFI questionnaire, VARK questionnaire and an achievement test were used for collecting relevant data. Analysis of data shows that Agreeable is the most dominant trait for both boys and girls. Again, boys prefer multiple learning styles (multimodal) whereas girls prefer Auditory. In this study, some demographic factors, personality traits and learning styles of the learners were discovered to have an important connection with GPA. Study results indicate that there is a statistically significant association between Multimodal and academic achievement. At the same time, the relationship between the trait extraversion and EFL learners, English language achievement is also found statistically significant. The results of the research questions are highly expected to offer educators some idea of amending the country's state of affairs in terms of EFL teaching and learning not just in Bangladesh but in other non-English nations as well. Further study can be done in exploring the learning styles and personality traits of the teachers as it is observed in previous studies that these are significantly related to the academic excellence.

Teaching Approaches Compatible with First-Year Accounting Student Teachers’ Learning Styles: Theoretical and Phenomenological Perspectives

“…In support of the sentiments of Chetty et al (2019), Faisal (2019, Husin (2017) and Seyal and Rahman (2015) argue that understanding the learning styles of students helps lecturers to present lessons in suitable ways that promote and facilitate quality and effective learning. Husin (2017) and Skae et al (2020) suggest that in so doing, students can reap maximum benefits from their learning experiences.…”

“…In support of the above, Bosman and Schulze (2018) argue that the matching school of thought considers the congruence between the lecturer, the students, the subject matter and the learning activity at hand. Aldajah et al (2014) and Faisal (2019) are unanimous that to provide students with quality and effective learning experiences, lecturers should pay attention to the extent to which their teaching approaches are compatible with the learning styles of students. In advancing the above narrative, Faisal (2019) argues that the amount and depth of knowledge which students can learn from the content presented in the learning environment depends on the compatibility between the learning styles of students and the teaching approaches used by the lecturer to deliver that content.…”

“…Aldajah et al (2014) and Faisal (2019) are unanimous that to provide students with quality and effective learning experiences, lecturers should pay attention to the extent to which their teaching approaches are compatible with the learning styles of students. In advancing the above narrative, Faisal (2019) argues that the amount and depth of knowledge which students can learn from the content presented in the learning environment depends on the compatibility between the learning styles of students and the teaching approaches used by the lecturer to deliver that content. The arguments presented by Aldajah et al (2014) and Faisal (2019) above are very crucial when considering the views of Killen (2016) who observed that almost 20% of the differences in the academic performance of students can be attributed to learning ability, which is, how well a student can learn within the context of a given learning environment.…”

İngi̇li̇zce Dersleri̇ne İli̇şki̇n Algilanan Araçsalliği Artirmanin Ders Başarisi, Tutum Ve Can Sikintisina Etki̇leri̇

“…İngilizce ders başarısına ilişkin olarak elde edilen bulgular; bilişsel, duyuşsal ve motivasyonla ilgili değişkenlerin İngilizce ders başarısıyla olumlu yönde ve anlamlı düzeyde ilişkilendiğini göstermiştir. Bunlar arasında; kişilik özellikleri ve öğrenme stilleri (Faisal, 2019), öz-yeterlik inançları, öz-düzenleme becerileri ve öğrenme stratejileri (Chularut ve DeBacker, 2004), başarı duygusu, özgüven, bağımsız düşünebilme (Zhou ve Shi, 2019), bilgiye yönelik merak (Elmalı-Özsaray, 2016) ve algılanan araçsallık (Özçetin ve Eren, 2010) gibi birçok bireysel farklılık değişkeni bulunmaktadır. Bu değişkenlerden bazıları (örneğin öz-yeterlik inançları) birçok araştırmaya konu olurken, bazıları ise (örneğin algılanan araçsallık) oldukça sınırlı sayıda araştırmanın odak noktasını oluşturmuştur.…”

“…Daha önemlisi, Türkiye'deki öğrencilerin genelde İngilizce öğrenmeye yönelik başarı düzeylerinin (Education First, 2018, 2019, özelde ise başarıyla anlamlı düzeyde ilişkilenen İngilizce öğrenmeye yönelik motivasyon düzeylerinin (Tuncer ve Akmençe, 2018) önemli bir problem durumu olduğu düşünüldüğünde, ayrıntılı bilgilendirmeye dayalı görece basit bir etkinlik aracılığıyla öğrencilerin gelecek amaçları ve İngilizce derslerinin içeriği arasında anlamlı ilişkiler kurmalarına imkan vermenin, söz konusu problem durumunun çözümüne yönelik dikkate değer bir katkı sağlayacağı ifade edilebilir. Üstelik bu araştırmanın bulguları, İngilizce dersine yönelik algılanan araçsallığı, yukarıda değinilen görece basit, ancak işlevsel bir etkinlikle artırmanın, yalnızca bu derse ilişkin başarıyı artırmadığını, aynı zamanda bu derse yönelik tutumu da daha olumlu hale getirdiğini göstermiştir.…”