Table 5 - uploaded by Eko Noprianto
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Average reported frequency of language learning strategy use (ELLSI) for ambiversion students
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Abstract:
Since Indonesian students come from different cultures, languages and personality
traits as well, recognizing their personality traits and their language learning strategy
choice might be effective to help teacher design an effective teaching strategies to
achieve learning objectives. This study was intended to find out (1) what personali...
Citations
... Despite sex, age, nationality, or the amount of time spent learning a language, personality traits cannot be quantified or evaluated in the same way because personality judge is subjective and tend to be invisible [5]. People's characteristics, particularly their way of thinking, feeling, and behaving, can be influenced by their personality [6]. ...
... existing literature posits that extroverted language learners adopt a communicative and socially oriented mindset, seeking engagement with others and the application of their linguistic knowledge in real-life situations (Petric, 2022). such learners frequently eschew conventional language instruction methods, such as rote memorization and repetition (Oxford et al., 1992), in favor of interactive and communicative experiences, including reading literature, conversing with others or participating in group discussions (Noprianto, 2017). these preferences align with the sentiments expressed by the interviewee, who acknowledges the efficacy of engaging with the language through reading and dialogue in strengthening their linguistic abilities and promoting active and engaged language learning. ...
The primary objective of this investigation is to attain a profound understanding of the favored English language acquisition strategies of self-identified extroverted learners in Vietnam. Employing a mixed-methods paradigm, the study used both survey questionnaires and qualitative interviews to gather data. The research participants, majoring in English, were instructed to self-determine their extroversion inclination based on the Myers–Briggs Type Indicator (MBTI). The sample encompassed 17 self-proclaimed extroverted students, with a deliberately selected subset partaking in the qualitative interview segment. Quantitative data were analyzed using descriptive statistics to understand extroverted students’ preferences for different strategies. The qualitative data were further analyzed through thematic analysis, providing comprehensive perspectives on the students’ experiences and proclivities. Findings revealed that extroverted students favored cognitive, compensatory and metacognitive approaches. The implications of this research bear significant importance for language education, particularly in regions where English proficiency is paramount for economic competitiveness and scholarly achievement. By discerning the preferred learning strategies of extroverted students, teachers can devise captivating lessons, administer targeted feedback and advocate efficacious techniques that nurture self-awareness, growth and evolution. This may culminate in a more personalized and effective language learning experience, intensifying motivation and success in language acquisition. The study contributes to the overarching knowledge and apprehension of language learning, offering valuable insights for future research in the discipline.
... On the other hand, extroverted students could benefit immensely from collaborative writing exercises, discussions and group feedback sessions. Blending traits of both extraversion and introversion, ambiverts could fluidly transition between group activities and solitary tasks, actively engaging in discussions while also valuing introspective reflection (Noprianto, 2017;Kusumarasdyati, 2022). As they draw motivation from both internal and external sources, their writing balances introspective analysis with dynamic content, which makes them adaptable participants in various instructional methodologies. ...
After exploring different theories of teaching and learning ESL/EFL writing, along with successful models of writing courses and instructional methods, this study investigates the internal complexity of ESL/EFL writing at the tertiary level, as well as the contributing factors in students’ writing performance. The characteristics of different types of language learners are identified in conjunction with the plasticity and lateralization of the bilingual brain and the critical period hypothesis. The study also delves into certain biases and heuristics while it analyzes Kahneman’s System 1 and 2 of thinking and various personality theories in order to determine students’ innate abilities to excel in ESL/EFL writing tasks. Furthermore, the paper elucidates the importance of psychological equivalence in the writing process with the help of Pym’s translation theories, and explains students’ interconnectedness through Berne’s transactional analysis and the ego states of each personality. By integrating neuropsychological perspectives with established pedagogical approaches, such as the scaffolding, product, process, genre and grammar-translation techniques, the article offers a holistic framework for educators and policymakers to enhance ESL/EFL writing instruction, and ultimately proposes future research directions for a better understanding of ESL/EFL students’ needs.
... This nurtures self-perception, growth, and development, particularly for extroverted students who are inclined to exhibit unique learning styles (Petric, 2022). While there is extant literature on extroverted language learners (e.g., Noprianto, 2017;Shehni & Khezrab, 2020), a comprehensive understanding of the influence of gender on extroverted language learners remains inadequately investigated. Therefore, this research was embarked upon to probe whether male and female extroverts approach English language learning distinctively. ...
The primary objective of this research was to examine how gender influences self-perceived extroverted learners in their choice and application of language acquisition strategies. This research employs an intricate descriptive methodological framework alongside a multi-method paradigm to investigate the impacts of gender on the self-perceived extroverts’ language acquisition strategies. The participant’s extroversion identification was self-determined, premised on the Myers-Briggs Type Indicator (MBTI). Data was accumulated via survey questionnaires and subsequent interviews, thereby furnishing both quantitative and qualitative perspectives. The derived findings uncover discrepancies between female and male extroverts concerning their predilections and strategic approaches. Female extroverts display a positive association with colors, interpreting them as augmenting engagement, personalization, and mnemonic aid. Conversely, male extroverts voice apprehensions about colors being diverting or detrimental to their instinctual learning progression, favoring a streamlined, content-centric method. Female extroverts underscore immersive and interactive experiences, enriching real-world communication competencies and personal connection to the language. Male extroverts exhibit a preference for diversified experiences, pragmatic application, and autonomous exploration. Female extroverts perceive the act of seeking clarification as indispensable for active engagement, communication, vocabulary enhancement, and cultural comprehension, while male extroverts prioritize self-guided discovery, problem-solving, and learning within context.
... This promotes self-awareness, growth, and development, particularly for introverted students who are likely to possess unique learning styles. Despite existing literature on introverted language learners (e.g., Noprianto, 2017;Shehni & Khezrab, 2020), a comprehensive comprehension of the impact of gender on introverted language learners is still under-researched. Thus, this research was initiated to explore whether male and female introverts engage with English language learning in distinctive ways. ...
This study explores the impact of gender on the preferred English language learning strategies of self-perceived introverted students in Vietnam, given the burgeoning role of English as an international lingua franca. A mixed-methods approach, involving survey questionnaires and follow-up interviews, was utilized to gather both quantitative and qualitative data from a cohort of 68 English major undergraduates, 29 of whom self-identified as introverted via the Myers-Briggs Type Indicator (MBTI). The investigation provides a comprehensive understanding of the preferred language learning strategies among introverted learners, and specifically examines how gender influences these strategic choices. The results reveal that gender does not present significant differences in the preferred English language learning strategies of self-perceived introverted individuals. Regardless of gender, introverted language learners demonstrate a tendency towards compensation learning strategies, with specific strategies such as deductive reasoning, organizing physical environs, and error rectification receiving almost identical responses from both male and female participants. These findings suggest that the role of personality traits, such as introversion, should be considered in tailoring pedagogical approaches to meet individual learning preferences and needs. Further research is needed to explore this area in greater depth and to examine its broader implications for English language teaching pedagogy.
... The elevated mean score for affective stratagems in the current study corroborates these deductions and intimates that introverted students placed considerable weight on employing affective stratagems in their language learning endeavors. Analogously, prior research has evinced the advantageous repercussions of compensatory stratagems, such as circumlocution, contextual conjecture, and nonverbal communicative modalities, in language acquisition (Noprianto, 2017;Palloff& Pratt, 2007). The high mean score for compensatory stratagems in this study substantiates these findings and posits that introverted students may deem these stratagems particularly advantageous for surmounting linguistic constraints. ...
Research implies potential disadvantages for introverted learners in English acquisition; therefore, understanding their preferred learning strategies can redress this disparity. This investigation adopts an intricate descriptive methodology and a mixed-methods approach to scrutinize the favored English language learning strategies of a cohort of individuals who self-identify as introverts. Employing a survey questionnaire and follow-up interviews, the study offers a nuanced understanding of the predominant learning strategies among the student population. The research participants were selected from a sample of 29 self-proclaimed introverted students, pursuing a major in English, and composed of 12 males and 17 females. The results of the investigation demonstrated that the highest mean score was achieved for affective strategies, with auditory musical engagement being the most frequently utilized element, followed by compensation approaches, wherein leveraging deductive reasoning to extrapolate lexical meanings emerged as the most favored. Cognitive, metacognitive, and mnemonic strategies were also prevalently utilized, while social methodologies were the least frequently adopted. These insights underscore the importance of comprehending individual learning proclivities and customizing pedagogical methodologies to augment the potency of language instruction.
... These can be analysed from two points of view, one is from the outcome of a negative side meanwhile another one is from the positive side (Dave, 2022;Guan & Subrahmanyam, 2009). Some students are very extroverted and easy-going in that they do not have the pressure or problems mingling with anyone and make friends easily (Noprianto, 2017). The result shows that the level of teachers' involvement is at a moderate level. ...
... Several previous studies have discussed the correlation or relationship between students' personality types (extrovert and introvert) and students' English skills. Noprianto (2018) has investigated the comparison of language strategies that are often used between students with introverted personalities and students with extroverted personalities in learning English. The results of his research showed that students with introverted personalities were not highly frequently used language strategies, while students with extroverted personalities used more language learning strategies highly frequently. ...
... According to Rofi'i (2017), he explained that a person that has an extrovert personality is more open and easy to express opinions. Besides, Dewaele & Furnham (1999) cited in Noprianto (2018), explained that the characteristics of extravert people are sociable, like parties, having many friends, need to have people to talk to, and do not like reading or studying by themselves. ...
... Then what factors make students with introverted personalities have higher EPT scores than extroverted students? Dewaele & Furnham (1999) cited in Noprianto (2018), stated that the characteristics of introverted people are a quiet retiring sort of person, introspective, fond of books rather than people; they are reserved and distant except to intimate friends. From this statement, it is stated that children with introverted personalities are fond of books rather than people. ...
Personality types are usually divided into extrovert and introvert. Those personalities are believed to affect students’ ability to master the skills they learn, especially English skills. Therefore, this research was conducted to examine the correlation between students’ personality types and English proficiency ability (or results of EPT scores). In this research, the method used was the Quantitative Approach, while the research design used in this research is the Correlational Study. The sample in this research was taken from 44 students from the English Education study program, to be precise students from PI18A class. This research used online questionnaires as an instrument to obtain data about the personality types of each student and also the acquisition of EPT scores. In analyzing the data, this research uses Person Product Moment (by using SPSS) as a medium to analyze the data obtained to be examined.
... Personality is included in the psychological internal factors that act as an important predictor of cognitive performance as well as influence academic success. Extrovert and introvert personalities have different characters, therefore they have different learning processes and outcomes (Noprianto 2018). ...
This paper aims to examine the differences abilities between extrovert and introvert personality in learning English. This study describes the differences in the ability of speaking, writing, listening and reading. The approach used in this study is a qualitative approach. Data were obtained by conducting observations and interviews with research subjects. The subjects of this study were students of the third semester of English Education at IAIN Pekalongan. The analysis in this study uses a descriptive analysis related to the differences in English skills in extroverts and introverts. The results showed that the differences between extroverted and introverted personalities on the ability to learn English. In speaking skills, extroverted students are more mastery than introverted students. While writing, listening, and reading skills introverted students are more mastered. But in the aspect of pronunciation accent, extroverts' vocabulary and fluency are superior than introverts. Introverts good in grammar, and comprehension. On the other hand, introverts have superior writing skills in terms of vocabulary, content, and expression. whereas extroverts only excel in terms of content and expression. The spelling and grammar is not influenced by the personality.Therefore each personality have own skills or advantages and disadvantages.
... Despite many studies on learning autonomy, few have looked into autonomous behaviors of L2 learners with different personality traits. Some researchers have revealed that personality trait of language learners affect the way they approach language learning and tasks, especially strategy use (Chen & Hung, 2012;Noprianto, 2017). Other studies have pointed to inconclusive findings on the link between introversion-extroversion personality types and language skills or achievements (Cahyono & Mutiaraningrum, 2016;Hajimohammadi & Mukundan, 2011;Sutrisno, Rasyid, & Rahmat, 2018). ...
Learning autonomy has been widely seen as a key predictor of a language learning success. There have been many studies on learning autonomy, however, most studies do not investigate how students conduct their autonomous learning. The number of those which investigate how learning autonomy is implemented across personality type is even fewer. To address it, this article elaborates how extrovert and introvert students managed their autonomous learning. The objectives of this article are to reveal how extrovert and introvert learners perceive autonomous learning and to find out the types of activities which were done by the extrovert and introvert learners and their reasons for doing the activities. Interviews and observation were applied to collect data. The findings indicate that autonomous learning was carried out differently by both personality types. Introvert students devoted more time and focused on their solitude learning and were more organized in doing it. On the other hand, extrovert learners chose to do the autonomous learning in groups. For them, learning in a community gave more benefits and prevented them from making fossilized errors. This article also reveals that the students from both personality types used digital technology in learning independently. Yet, extrovert and introvert students used different kinds of technology and way in using it.
