The Relationship between Personality Traits of Dayakese Students and Their Strategies in Learning Arabic as a Foreign Language

Abstract

This study aims at finding out the relationship between personality traits and Arabic Language Learning Strategies (LLS) for the Dayakese learners of Islamic Senior High School Tumbang Samba, Central Kalimantan, Indonesia. Eighty one students were asked to participate in this study. The instruments used were the Big Five Personality Inventory (BFI) proposed by John (1990) and the Strategy Inventory for Language Learning (SILL) proposed by Oxford (1990). In analysing data, arithmetic mean, standard deviation and correlation coefficient of Pearson were used. The findings can be explained as follows. 1) The agreeableness and conscientiousness traits of Dayakese learners were at moderate levels, and the extroversion, neuroticism and openness to experience traits of them were at high levels. The most preferred personality trait was openness to experience. 2) The language learning strategies used by students on the six strategies were at different levels. The cognitive, compensation, affective and social strategies were at low levels. The memory and metacognitive strategies were at moderate levels. The most popularly strategy used was metacognitive strategies and the least strategy used was cognitive strategies. 3) Although there is not a statistically significant correlation between Dayakese learners ‘personality and Arabic language learning strategies generally, the significant correlations were found between neuroticism trait and memory, metacognitive, and social strategies; and between openness to experience trait and cognitive, compensation, metacognitive, affective and social strategies specifically.

Language Learning Strategies Employed by Non-English Majors at Nong Lam University, Vietnam

“…Furthermore, successful students mostly use metacognitive strategies while unsuccessful students prefer mainly social strategy and compensation strategies. Ismail & Khatib (2013), Wahdah et al (2018) and Lestari & Wahyudin (2020) found that metacognitive strategies were the most often used and cognitive strategies least used by the students in their studies while Al-Buainain (2010), Lestari & Wahyudin (2020) mentioned affective strategy as the least used. In this regard, Nhem (2019) asserts that students mostly use cognitive, metacognitive and social strategies.…”

The Relation of Metacognition, Personality, and Foreign Language Performance

“…Also, Openness to Experience and Extraversion were the strongest predictors of academic motivation. Moreover, Wahdah, Ainin, and Hamid (2018) examined Dayakese learners' personality traits and foreign language learning strategies. They found significant correlations between (a) Neuroticism and metacognitive strategies and (b) Openness to Experiences and metacognition.…”

Foreign Language Anxiety and Language Learning Beliefs

“…Beliefs towards learning a new language are crucial in motivating individuals to dedicate time and effort to their language-learning endeavors (Bernat & Lloyd, 2007). Anxiety experienced during the language-learning process can significantly impact these beliefs, either undermining or supporting them (Wahdah et al, 2018). Recognizing the connection between language learning anxiety and beliefs, this study aims to investigate the association between these two factors among college students.…”