چکیده:
Though personality factors and language learning strategies have been extensively
examined over the last three decades, we have witnessed a dearth of studies
zooming in on these issues from a cultural perspective within the Iranian context.
Additionally, few studies have investigated whether personality factors can
predict the choice of language learning strategies in an Iranian EFL context. In
response to these shortcomings, a group of Iranian EFL learners were
administered Big Five Factors Inventory (Goldberg 1993), Strategy Inventory for
Language Learning (Oxford 1990) and Metacognitive Awareness of Reading
Strategies Inventory (Mokhtari & Reichard 2002). It was found that the Iranian
EFL learners could highly or moderately used the language learning strategies. It
was also found that personality factors could predict the use of some language
learning strategies in the cultural context of Iran. It was concluded that cultural
norms could modulate some aspects of personality and language learning
strategies and consequently some aspects of personality could predict the choice
of particular language learning strategies. An awareness of learners’ personality
factors and the way they shape the language learning strategies can contribute to
successful language learning and optimally help teachers devise appropriate
teaching techniques.
خلاصه ماشینی:
Additionally, few studies have investigated whether personality factors can predict the choice of language learning strategies in an Iranian EFL context.
In response to these shortcomings, a group of Iranian EFL learners were administered Big Five Factors Inventory (Goldberg 1993), Strategy Inventory for Language Learning (Oxford 1990) and Metacognitive Awareness of Reading Strategies Inventory (Mokhtari & Reichard 2002).
Thus, to mitigate this problem, most notably in the Iranian EFL context, the current study targets the relationship of personality types and language learning strategies used by Iranian students.
In the last three decades, many researchers have studied language learning strategies and factors related to their choice and use such as motivation, learning style, gender, nationality, and self-efficacy (Chamot, 2005; Ellis 1995; Oxford and Nyikos 1989; Zhang, 2008).
Komarraju, Karau, & Schmeck (2009) conducted a study on 308 learners to see the personality and learning styles roles in affecting academic achievement.
In a recent study, Ayhan and Türkyılmaz (2015) examined the relationship between metacognitive language strategies use and personality traits among Bosnian university students.
The findings of their study revealed that the four personality traits extraversion, openness to experience, agreeableness and conscientiousness were in relation with metacognitive language learning strategies.
In another study, Fazeli (2012b) tried to find the relationship between the use of metacognitive language learning strategies and personality traits among 213 Iranian EFL learners.
Recently, Nikoopour and Hajian (2015) investigated the relationship among Big-Five personality traits and language learning strategies of 150 Iranian EFL learners us.
2) Are personality factors significant predictors of language learning strategies of Iranian EFL learners?