چکیده:
This study examined the possible relationship between Iranian female intermediate EFL learners' personality traits and their vocabulary learning strategies. The participants in this study were 90 female intermediate English language learners. To make sure of their homogeneity, all the participants sat for the Oxford Solution Placement Test. Vocabulary Learning Strategies and Eysenck Personality questionnaires were also administered to the participants. Subsequently, the data were subjected to statistical analyses. The results showed that there was not any statistically significant relationship between Iranian intermediate EFL learners’ personality type and their use of vocabulary learning strategy. However, it appeared that introverts tended to have higher use of memory, cognitive, and metacognitive strategies, while extroverts achieved higher mean scores on determination and social strategies. Furthermore, according to the findings of phi and crammers’ v, the highest degree of relationship was reported for the correlation between social strategy and personality types. In contrast, the lowest amount of correlation was found between metacognitive strategy and personality types.
خلاصه ماشینی:
A. Department of English Translation, Lahijan Branch, Islamic Azad University, Lahijan, Iran Abstract This study examined the possible relationship between Iranian female intermediate EFL learners' personality traits and their vocabulary learning strategies.
The results showed that there was not any statistically significant relationship between Iranian intermediate EFL learners’ personality type and their use of vocabulary learning strategy.
There is not any statistically significant relationship between Iranian intermediate EFL learners’ personality type and their use of vocabulary learning strategy.
There is not any statistically significant relationship between Iranian intermediate EFL learners’ personality type and their use of vocabulary learning strategy.
In order to find out whether this relationship was statistically significant or not, a chi-square along with directional measure (phi and Crammers’ V) was run to the result of the vocabulary learning strategy questionnaire and personality type inventory.
Following descriptive statistics, to provide answer to the research question and to examine the possible relationship between EFL learners’ personality type (nominal data) and their vocabulary- learning strategy use (ordinal data), Chi-square tests were run.
Extroverts) in Terms of Their Vocabulary 52 | P a g e Iranian Journal of Learning and Memory 2019, 2(5) Learning strategy The low relationship as reported in Table 3 showed that introvert and extrovert EFL learners did not reflect statistically significant differences in their ratings for their use of vocabulary learning strategies.
Thus, the null hypothesis was supported indicating that there is not any statistically significant relationship between Iranian intermediate EFL learners’ personality type and their use of vocabulary learning strategy.
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