Personality and Second Language Learning

Sharp, Alastair

doi:10.5539/ass.v4n11p17

Cited by 38 publications

(38 citation statements)

References 36 publications

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“…Besides hope, research studies have also examined the relationship between individuals’ personality traits and resilience. Creativity and curiosity are generally considered as personality traits (Cattell, ; Sharp, ). Creativity is defined as “the generation of novel, original, and unique ideas concerning procedures and processes that can be used at work and are appropriate and significant to the problem or opportunity presented” (Prabhu, Sutton, & Sauser, , p. 54).…”

Section: Aims Of the Studymentioning

confidence: 99%

Factors related to resilience of academically gifted students in the chinese cultural and educational environment

Chen

Cheung

Fan

et al. 2017

Psychology in the Schools

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This study examined variables in three domains (personal, parent support, and peer support) for their relationships with the resilience of academically gifted students in the Chinese cultural and educational environment. The participants were 484 academically gifted students in two highly competitive secondary schools (so‐called “key” schools) in a metropolitan city in southern China. The constructs measured in the personal domain were resilience, hope, creativity, and curiosity. The constructs measured in the domain of parent support were parent trust, parent communication, and parent alienation. The constructs measured in the peer support domain were peer trust, peer communication, and peer alienation. Three nested regression models showed that the personal constructs (hope, creativity, and curiosity) were all related to the resilience of the academically gifted students. Parent support variables did not exhibit predictive effects over and above that of the personal constructs, but peer support variables did show additional predictive effects over and beyond personal variables and parent support variables. Explanations and implications were discussed for the findings, and some limitations of the study were also discussed.

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Section: Aims Of the Studymentioning

confidence: 99%

Factors related to resilience of academically gifted students in the chinese cultural and educational environment

Chen

Cheung

Fan

et al. 2017

Psychology in the Schools

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“…This has been thoroughly discussed in regard to various educational disciplines (Sharp, 2008); such studies have assumed that personal variables could be regarded as the strongest indicators of a student's learning motivation and performance (Major et al, 2006). For example, O'connor & Paunonen's study (2007) adopted the "Big Five Personality Traits" to predict an individual's academic performance at the post-secondary level.…”

Section: Personality Traitsmentioning

confidence: 99%

A Qualitative Analysis on the Occurrence of Learned Helplessness among EFL Students

Hsu¹

2011

JEDP

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This study seeks to provide some comprehensive information on EFL students' learned helplessness when learning English, by exploring the causal relationship between three variables: failure to learn English, personality traits and intrinsic/extrinsic motivation. Eighteen students and two English teachers participated in this study with a gatekeeper's consent. This was done mainly through focus group interviews. The data was elicited from the NEO-FI Personality Trait Inventory with a cross analysis done on the in-depth interviews. The findings indicate that students with different personality traits do regard their failure to learn English in different ways. This in turn, leads to various influences that decrease their intrinsic motivation. The intrinsic motivation for all of the participants is inevitably affected by failure, but learners with a neuroticism trait are the most sensitive to failure. Therefore, these are the students who are most susceptible to experiencing learned helplessness when learning English, while students with traits of openness, extraversion and agreeableness can reactivate their extrinsic motivation when appealed to by external incentives. However, this study also discovered that there was a mismatch between a teacher's judgment on student amotivation and the student's self-assessment of his/her motivation to learn English.

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“…Focusing on personality, as the moderator variable of this study, it is defined as a collection of behavioral patterns and emotional thought that are "individual-specific" and are relatively stable over time (Sharp, 2008). According to the theory of personality, individuals are considered to be different.…”

Section: Introductionmentioning

confidence: 99%

The Role of Personality Types in Explicit Teaching of Metacognitive Strategies: A Case of Collocations

Darabad¹,

Bahrebar²,

Javid³

2013

IJL

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The present study investigates the effect of metacognitive vocabulary learning strategy instruction on the recall of collocations. To this end, 75 extravert and introvert students were selected. The participants, then, were randomly assigned to two control and two experimental groups based on the TOEFL test score at upper intermediate level and Eysenck Personality Questionnaire (EPQ). Both experimental and control groups (each group containing two extravert and introvert sub-groups that totally form four groups) received the same type of collocation instruction, but the experimental group, in addition, received the metacognitive International Journal of Linguistics ISSN 1948-5425 2013 www.macrothink.org/ijl 195 explicit strategy instruction. Meanwhile, our control groups received placebo. A pretest measuring the subjects" knowledge of collocations was administered. During the first parts of sessions, the class time was allocated to teaching collocations. The last thirty minutes of each session was dedicated to metacognitive strategy instruction in the experimental group. Treatment continued for eight weeks. At the end, a two-way ANOVA was run to compare the two groups plus the effect of personality on such performance. The results indicated that treatment did have an effect on the recall of collocations and also the extravert students enjoyed better performance compared to their introvert counterparts.

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Personality and Second Language Learning

Cited by 38 publications

References 36 publications

Factors related to resilience of academically gifted students in the chinese cultural and educational environment

Factors related to resilience of academically gifted students in the chinese cultural and educational environment

A Qualitative Analysis on the Occurrence of Learned Helplessness among EFL Students

The Role of Personality Types in Explicit Teaching of Metacognitive Strategies: A Case of Collocations

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