Language Learning Strategies Employed by Chinese English-Major Pre-Service Teachers in Relation to Gender and Personality Types

Abstract

This study was intended to investigate the use of language learning strategy employed by English-major pre-service teachers in Midwest China in relation to their gender and personality types. The modified Strategy Inventory for Language Learning (SILL) and adopted personality type inventory were used to collect the data. ANOVA and Chi-square tests were performed for data analysis. The results revealed that gender and personality types have some effects on pre-service teachers' strategy use at the overall, category and individual levels. The variation patterns of the strategy use were found in terms of the two variables. The implications of these findings for ESL teaching and learning were also discussed.

Language learning strategy use by spanish efl students: the effect of proficiency level, gender, and motivation

“…The results showed that the LLSs overall use of participants was medium to high with mean statistics ranging between M=3.75 and M=2.88 and a mean in overall use of 3.37 (table 1.). This result is in line with other recent studies in Spain and other countries (Feng, 2010;Franco Naranjo et al, 2003;Franco Naranjo et al, 2009;García Herrero, 2013;García Herrero & Jiménez Vivas, 2014;Ghavamnia, et al, 2011;Hong-Nam & Leavell, 2006;Kavasoglu, 2009;Nikoopour et al, 2012;Razak & Babikkoi, 2014;Zhou & Intaraprasert, 2015). The scores in the different categories indicate a positive attitude towards the use of LLSs among the participants while learning English as a foreign language.…”

“…More recently there have been a number of studies supporting the superiority of female learners in overall strategy use, and in specific categories (Alhaisoni, 2012;C.-Y. Chang, Liu, & Lee, 2007;Corpas Arellano, 2010;Ghee, Ismail, & Kabilan, 2010;Hong-Nam & Leavell, 2006;Kavasoglu, 2009;Khalil, 2005;Radwan, 2011;Zhou & Intaraprasert, 2015).…”

“…Chang et al, 2007;Corpas Arellano, 2010;Ghee et al, 2010;Hong-Nam & Leavell, 2006;Kavasoglu, 2009;Khalil, 2005;Radwan, 2011;Zhou & Intaraprasert, 2015). An independent samples t-test was carried out to determine whether there were statistically significant differences between male and female participants in strategy use.…”

Language Learning Strategies Employed by English-major Pre-service Teachers with Different Levels of Language Proficiency

“…Key Terms of the Present Study Language Learning Strategies In the present study, "language learning strategies" have been considered as "some general approaches or specific actions/techniques, whether observable or unobservable, which Chinese English-major pre-service teachers generate and make use of to enhance their English language learning directly or indirectly (Zhou & Intaraprasert, 2015, p. 156)".…”

“…English-major pre-service teachers "English-major pre-service teachers" refer to "students majoring in English in Normal Universities in China, whose career orientation will be primary or middle school English teachers after graduation (Zhou & Intaraprasert, 2015, p. 156)". Students need to be trained for 4 years in these Normal Universities.…”