Student Personality and Success in an English Language Program

Brodkey, Dean; Shore, Howard

doi:10.1111/j.1467-1770.1976.tb00267.x

Cited by 25 publications

(12 citation statements)

References 3 publications

(1 reference statement)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In the same vein, some researchers have attempted to isolate particular learner variables which might enhance or hinder progress in learning a foreign or second language (Chapelle & Roberts, 1986;Reid, 1987;Wenden & Rubin, 1987; O'Malley & Chamot, 1990; Oxford, 1990;Skehan, 1991). As cited in Dreyer and Vander Walt (1994), various research identified a number of variables that account for some of the differences in how students learn, including attitude and motivation (Gardner & Lambert, 1972;Gardner & Smythe, 1975;Gardner, Smythe, & Brunet, 1977), personality type/traits (Chastain, 1975;Guiora et al, 1975;Brodkey & Shore, 1976;Busch, 1982), learning styles (especially the field dependence/independence distinction) (Witkin et al, 1977a(Witkin et al, , 1977bBirckbichler & Omaggio, 1978;Hosenfeld, 1979;Hansen & Stansfield, 1981, 1982Chapelle & Roberts, 1986;Ried, 1987), and language learning strategies (Bialystok & Frö hlich, 1978;Bialystok, 1981;Wenden, 1983Wenden, , 1986aWenden, , 1986b; O'Malley, Chamot, Stewner-Manzanares, Kupper, & Russo, 1985a, 1985bWenden & Rubin, 1987;Oxford, 1989; O'Malley & Chamot, 1990; Oxford, 1990). By the same token, in recent years there has been an increasing awareness of the necessity in second or foreign language research and teaching to investigate cognitive aspects and gender differences that have undeniable effects on language learning and teaching.…”

Section: Introductionmentioning

confidence: 99%

The Impact of Field Dependence/Independence Cognitive Styles and Gender Differences on Lexical Knowledge: The Case of Iranian Academic EFL Learners

Niroomand¹,

Rostampour²

2014

TPLS

View full text Add to dashboard Cite

Abstract-Most of the research which has investigated the relationship between effective learners' variables and language proficiency allows the researcher to quantify the strength of the relationship. The scope of this paper limited to examining the role of field dependence/independence cognitive styles and gender differences on EFL learners' lexical knowledge. To attain the goals of the research, a number of EFL learners sat through the Vocabulary Size Test (VST) as well as the Group Embedded Figures Test (GEFT). The findings of the study indicate the need for caution when concluding that cognitive styles of field dependence/independence affect lexical knowledge in the absence of tests for possible interactions between FD/FI and other variables, including gender differences that may influence vocabulary knowledge. By the same token, understanding the effective role of students' cognitive aspects and gender will enable teachers and researchers to design appropriate materials and activities to help students enhance their lexical competence.

show abstract

Section: Introductionmentioning

confidence: 99%

The Impact of Field Dependence/Independence Cognitive Styles and Gender Differences on Lexical Knowledge: The Case of Iranian Academic EFL Learners

Niroomand¹,

Rostampour²

2014

TPLS

View full text Add to dashboard Cite

show abstract

“…Personality traits have a significant contribution to learning . This fact is established in some previous studies correlating the performance of students in some specific subjects and professions , specifically in learning of language , medicine , engineering , nursing , software design , and online training . A five factor model has been proposed to correlate personality and academic performance and personality and job satisfaction .…”

Section: Introductionmentioning

confidence: 99%

A novel CALM algorithm in student profiling

Jha

Shorko

2018

Comp Applic In Engineering

View full text Add to dashboard Cite

Computational intelligence plays a significant role in the improvement of the learning process. Student profile provides an overview of personality and establishes a connection between the abilities and learning preferences. The objective of the present study is to develop an algorithmic approach to student profiling in the selection of subjects and profession. A calculative associative logical memorable (CALM) algorithm is proposed which integrates calculative thinking, association, logical perception, and memorizing features. The developed CALM approach is also validated by including the environmental and social constraints. The validation outcomes claim that the CALM is able to design a noble student profiling framework which leads to further improvement in the quality of the learning process.

show abstract

“…Brodkey and Shore (1976) revealed that self-esteem appears to be an important variable in second language acquisition, particularly in view of cross-cultural factors of second language learning.…”

Section: Students' Variables Relevant For Creating Individualised Teamentioning

confidence: 99%

Efficiency of Individualised Resources in the Russian EFL Classroom

Olga

2016

JLE

View full text Add to dashboard Cite

In order to plan lessons that include effective instructional strategies, it is critical for teachers to be aware of student aptitudes, personality variables, learning strategies, interests, aspirations, and talents. This paper presents a way for Russian teachers to improve their students' speaking abilities when learning foreign languages, called individualised resources, which are based on the concept of individualisation. Individualised resources are designed to help students to actively participate in the learning process, contribute to their productivity of learning and compensate for missing abilities when mastering foreign languages. In order to verify the effectiveness of this educational tool, qualitative and quantitative indicators were applied to a classroom-based study. Research findings illustrate how the approach enhanced the students' speaking abilities in terms of purposefulness, richness of speech content and logical progression of speech. The results presented in the article indicate that this type of training may be sufficient to shape speaking skills when teaching English.

show abstract

Student Personality and Success in an English Language Program

Cited by 25 publications

References 3 publications

The Impact of Field Dependence/Independence Cognitive Styles and Gender Differences on Lexical Knowledge: The Case of Iranian Academic EFL Learners

The Impact of Field Dependence/Independence Cognitive Styles and Gender Differences on Lexical Knowledge: The Case of Iranian Academic EFL Learners

A novel CALM algorithm in student profiling

Efficiency of Individualised Resources in the Russian EFL Classroom

Contact Info

Product

Resources

About