1

Impact of Personality Traits and Gender Differences on Language Learning Strategies

among Students: Role of Learner’s Attitude

Introduction

Existing literature has shown that personality traits vary from individual to individual

and leave an impact on the learning attitude of learners. Every learner is different from other

learners due to various psychological traits like feelings, thinking, emotions, intellect, beliefs,

aptitude, and interests. Personality traits measured by learning attitude into considerations

(Alwan, 2012). However, in order to learn a second language, the language learning strategies

(LLS) are different for each individual with different traits. In addition, the personality traits

of the learners are observable and repairable. LLS focuses on the learning techniques and

learning processes of the learners. The fact is every learner struggles for achievements and

success with the given performance; so many initiatives are possible to make a better learner

attitude.

Research design

The research design of the present study will be centred on experimental research. The

survey research technique will be selected to collect the data from study participants. In the

present study, various variables include personality traits, gender differences, language

learning strategies, and learner’s attitude.

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Significance of the study

This study will give the awareness about what is the impact of personality traits and

gender differences on language learning strategies among students. The study may also

highlight the role of learner’s attitude in terms of personality traits and gender differences.

Further, the results of present research will depict learners’ attitude towards their

struggle of achievements and success with their given performance.

This study will be significant to enhance the knowledge about individual differences

in term of personality traits and attitude towards learning. Further, the results will be helpful

for educational scholars, academic researchers, and educational organizations, as it would

intensify their awareness about the value of second language learning strategies in a positive

way that will be positive and favourable for teachers and students as well.

The results may support educational scholars, teachers and administration to adopt

relevant language learning strategy to understand gender difference and personality variations

among students.

Objective

1. To study the relationship among personality traits, gender difference, language

learning strategies among students.

2. To examine the impact of personality traits and gender differences on language

learning strategies among students.

3. To investigate the impact of learner’s attitude in the relation between personality

traits, gender difference and language learning strategies among students.

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4. To find out the mean differences in personality traits and gender differences and

language learning strategies across demographics including age, gender, education,

family system, and residence.

Hypothesis

1. There will be a relationship between personality traits, gender differences, and

language learning strategies among students.

2. Personality traits will likely predict the language learning strategies among students.

i. Introverts will negatively predict the learning strategies among students.

ii. Extroverts will positively predict language-learning strategies among

students.

3. Gender will negatively predict the language learning strategies among students.

4. Learner’s attitude will moderate the relationship between personality traits and

language learning strategies among students.

5. Introvert students will exhibit higher scores on language learning strategies as

compared to extrovert students.

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Literature Review

Personality Traits

The framework of Extrovert and Introvert Personality Inventory has come out as a

parsimonious and strong model to understand the relationship between academic behaviour

and personality. Poropat (2009) defined personality as “the internal factors like interpersonal

strategies and temperaments which may explain behaviours of individuals and stability of

emotions, thoughts, and individual behaviour expressed by them.”

The word “personality” derived from the Old French word personalité means quality

as a person, also personalitatem from Mediaeval Latin dictionary and from Old Latin term

personalis which means “a distinctive character in a conscious person” in 1795. The word

“traits” derived from French trait means a line, feature, or tract, also Latin tractus means

drawing out, dragging, or pulling something. In English, it was recorded as a particular

feature or quality in 1752.

Dornyei and Ryan (2015) have researched personality traits to find the universality

that are the lexical descriptions of the personality dimensions covering the cultures as well as

languages. They identified the differences in individuals and individual variations like

temperament, individual attitude, motivation, cognitive abilities, learning styles, and

determined the influence of academic achievements and learner’s ability to learn the language

(Dornyei & Ryan, 2015). Dewaele and Furnham (2000) have hypothesised that extraverts, in

oral communication tasks, will have that advantage, and yet in a team or group environment.

Research on personality and ESL learners has investigated the alliance between extrovert and

introvert learners and their language proficiency (Ghaemi & Sabokrouh, 2015). The results of

the study showed the negative correlation of extrovert learners in pronunciation tasks while
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introverts were positively correlated in grammar exercise and reading skill tasks.

Nonetheless, extroverted boys were better performers in oral interviews than girls were.

Another research investigated the significance of oral abilities and domain facets in

extroversion (Ockey, 2011). Results of the study have found that the significant predictor of

oral abilities is assertiveness that explains a modest 3.2% to 3.1% variance in communication

and fluency skills. Recent research by Liang and Kelsen (2018) has indicated the positive role

of Extraversion in oral presentation especially in learners having low abilities in ESL.

The concept of language use and personality traits has its foundations in the late 1880s

by Galton (Rushton & Irwing, 2011), who believed that human languages are encoded in

distinctions of individual personality in which they are used. The continuous outcomes of

personality on thinking style is notable because academic achievements with excellent

performance are considered to have a growing effect on learners (Caspi, et al., 2005). Brief

description of the characteristics of personality traits:

Extraversion (E). They are the type of learner who is more social, assertive, and

prefers to work in groups. Extraversion expresses the quality and deep intensity of the

learner’s relationship with the learning environment; and has the energy to be connected to

the environment (Klinkozs et al., 2006).

Introversion (I). They are the type of learners who are more anxious about their

emotions and their inner feelings rather than the issues of the outside world around them.

Introversion expresses less interest in social activities, which means they are too shy to take

part in social activities (Suliman, 2014).

Similarly, Caspi, et al. (2005) have highlighted a process that describes the greatest

connection of different traits of learners’ personality and their academic performance as well

as achievements in learning classrooms. They portrayed that the union between academic
 6

achievements and learners personality traits is attractive; as learners choose the environment

that more suits to their personality; and when characteristics of personality and achievement

criteria overlays, both directly relates with each other.

Gender Differences

Language is a reflection, record, and transmission of some social dissimilarity and for

many of the societies there is a difference between the boys and girls in various ways (Xia,

2013). These differences are as following:

Pronunciation Differences

In the speech of boys and girls, the phonological dissimilarities have been observed

while using the language. The girl’s manner of pronunciation is finer and better as compared

to the boy’s manner of pronunciation. In this regard Shuy (1969) has studied in the field of

language and gender differences, and investigated the manner of pronouncing “-ing” sound.

The results showed that 28.9% of the girls pronounced “-ing” sound in the right manner and

62.2% of the boys articulated incorrectly.

Intonation Differences

Normally, high-pitch in voice is involved more in girls speaking as compared to the

boys, and sometimes scientists considered that it happened because girls are more timid and

emotionally instabil. Besides the high-pitch voice, girls prefer to use reverse accents as well.

According to Lakoff (1975) that girls are more habitual in rising intonation patterns more as

compared to the falling intonation that sometimes shows lack of confidence. Comparatively,
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boys are more habitual to using falling intonation that shows their confidence about what they

are addressing.

Vocabulary Differences

It is evident; boys and girls have the tendency to use multiple words to express

feelings and emotions. The vocabulary differences in gender are of various types such as the

difference of colour words, use of adjectives and adverbs in a language, variety of swear

words and expletives, use of diminutives, and choice of pronouns.

Attitude Differences with Language Use

It is evident, girls use more standard language as compared to boys, they use to be

more strict and firm towards the rules and regulation of the language use.

Differences in Non-verbal Manners

There are some differences in non-verbal communication in boys and girls in a form

of manner. It is considered, girls are more polite while communicating as compared to boys.

Comparatively, boys use to interrupt others while communicating as compared to girls; they

are listeners that are more patient.

Differences in Choosing Topics

While interacting socially, boys and girls have different topics of interests to talk

about. Like, boys used to talk more about politics, business, economy, sports, stock and

investments, and current affairs. Whereas, girls have more interests in fashion, household

things, family affairs, children, and education. Girls are more informal than boys are while
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speaking. In this regard, some sociolinguists have studied, in relation to gender differences,

the girls' silence in social gatherings (Spender, 1980).

Language Learning Strategies

In 1990, there were two influential theories of language learning strategy which were

developed, both of which became influential in various regards. Both theories of language

learning strategies attempted to capture the categories through which the process of language

acquisition was most successfully accomplished. As will be shown, both structures provide

insight into the mechanics of language acquisition, and both have particular shortcomings,

which will also be discussed. The first taxonomy of strategies to be considered here was

proposed by O’Malley and Chamot in their book Learning strategies in second language

acquisition (O'Malley & Chamot, 1990). In short, O’Malley and Chamot’s taxonomy of

second language learning strategies provides some useful insights into second language

learning and its processes, the theory is not holistic enough to account for all that occurs

when one is learning a second language.

On the other hand, Rebecca Oxford developed a taxonomy that better accounts for the

social and affective aspects of learning a second language. Oxford’s taxonomic scheme, just

like O’Malley and Chamot’s scheme, was developed in 1990, and it includes the elements

found within O’Malley and Chamot’s taxonomy; however, with a total of six distinct

elements, as opposed to O’Malley and Chamot’s three elements, Oxford’s taxonomy is more

inclusive of other elements relevant to second language learning strategies. Oxford’s (1990)

has divided these six strategies into two sections: direct strategies (Memory, Cognitive,

Compensation) and indirect strategies (Affective, Meta-cognitive, Social).

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The three direct strategies include the following distinct elements: memory, cognitive,

and compensation strategies. The memory strategy is utilising various mnemonic devices,

reviewing what has already been learned, and even utilising kinesthetic techniques in order to

imbed what is being learned into long-term memory storage. Oxford also provides a

breakdown of various memory strategies that can be employed in order to enable the learner

to better recollect the material that has been learned (Oxford, 1990). Firstly, there is what is

referred to as grouping. Grouping refers to creating a system of categorising vocabulary terms

into meaningful units. Another memory technique is to associate new words or phrases with

words, phrases, sounds, or pictures that are already in the learner’s long term memory. The

third and final memory technique involves rote activities, such as the use of flashcards in

order to help to ingrain the meaning of a term through repetition. The cognitive strategy

includes various techniques such as reasoning, deducing, repeating, practicing, and analysing

in order to comprehend meaning and structure. As is the case with learning, anything-new

repetition is crucial. Second language learners need to repeat words, phrases, pronunciation

and grammatical structures regularly in order to move towards proficiency in the target

language. Once a second language learner achieves a certain level of proficiency, he or she

can utilize reasoning and deducing techniques. Such techniques include using context clues to

deduce the meaning of an unknown term when the learner is either listening to someone

speak or when the learner is reading a text.

Taken all together, these cognitive strategies can help the learner to actively engage

the target language in a way that helps him or her to learn general patterns of the target

language. It must be noted here, however, that this strategy is only effective when used in

conjunction with meta-cognitive strategies that will be discussed shortly. Finally, Oxford

includes in her list of direct strategies the strategy of compensation. The idea of compensation

attempts to bridge the gap of understanding which necessarily manifests when one lacks
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fluency. These compensatory techniques can teach one to use clues to deduce meaning from

context, as well as accepting their limitations and utilizing other methods, such as gestures, in

order to aid in communication in the target language.

While the direct strategies focus on the learning techniques and learning processes

undertaken by the learner of a second language within his or her direct learning process, the

indirect strategies focus on the management aspects of language learning. These three

strategies include metacognitive, affective, and social strategies. The metacognitive strategies

include focusing on your attentive state while learning. In other words, metacognition

requires the learners to be aware of their own mental state and to put themselves into such a

state that is conducive for learning. Metacognitive strategies include active reading and active

listening skills. It also includes planning properly for an optimal study experience. This

includes planning to study when one is not hungry, tired, or in a distracting environment. The

second set of indirect strategies include what Oxford calls affective strategies. This strategy is

tied to the idea that people learn better, when they are in healthy affective states. In other

words, the effective strategy is tied to one’s emotional well-being. Anxiety, stress about

external circumstances, and poor self-esteem can all hinder one’s ability to successfully apply

the direct learning strategies. Poor affective states can decrease motivation and attention and,

therefore, negatively affect the utilization of direct learning strategies. Successful affective

strategies include self-monitoring one’s anxiety and utilizing techniques to reduce anxiety

when it does occur. Such techniques include relaxation and laughter. Finally, unlike most

other academic subjects one studies, language is a social phenomenon and, as such, the social

nature of language ought to be integrated into one’s learning of a second language. Such

social strategies include engaging with others who speak the language or who are also

learning the language. Additionally, working with others and being able to empathize with

others is beneficial. It is beneficial to get feedback from teachers, other students, and native
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speakers of one’s target language. Asking questions, asking for clarification or for one to

repeat or reword what has been said are all examples of social strategies that one can utilize

in developing language skills.

Learner’s Attitude

It is a fact that forming our worldviews, attitude is a crucial thing. Attitude is crucial

for perceptions about the world and it determines how individuals react toward different

entities. To support this fact, many studies have been investigated to know about attitudes and

surprisingly attitudinal research studies have a deep history and vast background

(Oppenheim, 1998). Many researchers have defined the term attitude from various

perspectives and attitude itself has been described from many different angles.

Generally, attitudes are described under the paradigm of mentalism and behaviourism.

According to the behaviorists, attitude is a social, yet observable product. On the other hand,

Fasold (1985) has an attitude through the lens of mentalism, according to Fasold attitude as a

cognitive product. Usually, mentalists describe attitude as a mental response in a situation.

Generally, the mentalists define attitude as a mental reaction to a given situation, and

it can be investigated on the level of cognition, experience, and ideation (Fasold, 1985;

Halliday, 2005). According to the Encyclopedia of Psychology (2004) “after some

modifications, the attitudinal model has three factors, first is affective, then behavioural and

lastly cognitive.” However, one of the dominant features of attitudes is the emotional

response in a particular situation or to a particular entity. Sometimes, attitude and response

can be defined as an abstract unit in a form of behaviour. Attitude forecast behavioural

patterns (Speilberger, 2004), and it triggers the different manifestations of a behaviour. In

language learning, the attitude plays an important role for language learners.
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Rationale

Existing literature depicted that personality traits have a major role in the adaptation

of a second language and understanding the process of the language. The present study

intended to investigate the impact of personality traits and gender differences on language

learning strategies. Further, the study will explore the moderating role of learning attitude in

relationship between personality traits, gender differences and learner’s attitude. Numerous

studies have been conducted globally, but this area has not been explored in the context of

learners’ attitude. The plenty of past research evidence are only limited to the language

learning strategies across cultures, gender, language proficiency, and language anxiety that

creates the knowledge gap which can be filled by extending the research on moderating role

of learner’s attitude in relationship among personality traits and gender differences.

Conceptual framework

Pred ictor Outcome

Personality Traits Language Learning Strategies

 Introvert  Memory strategy

 Extrovert  Cognitive strategy
 Compensation strategies
Gender differences
 Metacognitive strategies
 Affective strategies
 Social strategies

Moderator

Learner’s Attitude

Figure 1. Moderating role of learner’s attitude in the relationship among personality traits,

gender difference, and language learning strategies among students.

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Method

Research design

The research design of the present study will be centred on an experimental study. A

questionnaire survey research technique will be selected to collect the data from study

participants after the experiment to determine the extent to which learner’s attitude in terms

of personality traits and gender differences influence language learning strategies among

students. In the present study, various variables include personality traits, gender differences,

language learning strategies, and learner’s attitude.

Population and sample

The population of the present will be university students. The participants will be

based on undergraduate and postgraduate university students. The sample size will be 200

university students. The data will be collected from the Al-Taif University, Kingdom of Saudi

Arabia. A convenient sampling technique will be used to collect the data from participants.

Inclusion criteria will be as only the students from Al-Taif University and students outside

from that university will be excluded from the criteria.

Objective

1. To study the relationship among personality traits, gender difference, language

learning strategies among students.

2. To examine the impact of personality traits and gender differences on language

learning strategies among students.

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3. To investigate the impact of learner’s attitude in the relation between personality traits

and gender difference and language learning strategies among students.

4. To find out the mean differences in personality traits and gender differences and

language learning strategies across demographics including age, gender, education,

family system, and residence.

Hypothesis

1. There will be a relationship between personality traits, gender differences, and

language learning strategies among students.

2. Personality traits will likely predict the language learning strategies among students.

i. Introverts will negatively predict the learning strategies among students.

ii. Extroverts will positively predict language-learning strategies among students.

3. Gender will negatively predict the language learning strategies among students.

4. Learner’s attitude will moderate the relationship between personality traits and

language learning strategies among students.

5. Introvert students will exhibit higher scores on language learning strategies as

compared to extrovert students.

Instrument

Extrovert and Introvert Personality Inventory (EIPI). Aziz et al. (2017) developed

EIPI, which aimed to measure the personality traits of the students. IPEI has 30 items

consisting of two subscales. The first is an extrovert personality subscale (15 positive items)

while the second is an introvert personality subscale (15 positive items). Content validity

based on the extrovert subscale was 88.6 percent, while the introvert subscale is 87.0 percent.
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This indicates that the IPEI has high expert content validity. The overall reliability analysis of

IPEI is acceptable at .60. Analysis of the reliability of extrovert subscales shows satisfactory

results of .73 while introverts subscales were .80.

Oxford’s Strategy Inventory of Language Learning (SILL). Aoudjit et al. (1990)

develop it. SILL specifically designed to measure the second or foreign language

investigation of the students. It consists of 50 items that based on six subscales. The memory

strategy that is consists of nine items. Cognitive strategies include 14 items covering practice

related strategies, and deep processing. Compensation strategies are six items, with strategies

such as guessing the meaning from context and using gestures or synonyms to convey

meaning. Metacognitive strategies comprise nine metacognitive strategies. Affective

strategies include six effective strategies that grouped under three main sets: anxiety

reduction, self-encouragement, and reward. Social strategies comprise six social strategies

including asking questions, cooperating with peers, becoming culturally aware.

Before administering the SILL, a background questionnaire will be administered. The

background questionnaire is aimed at identifying the informants' age, gender, years of

English study, estimated (self-rated) proficiency, and their reasons for choosing English as a

second language. The investigation of the participants’ background may provide a better

understanding of their learning behaviour.

Attitudes towards English Language Learning (AELL). Ahmed (2015) developed it.

AELL 19 item questionnaire designed to assess the learners towards the use of English in

different areas. It consists on a 5-point Likert scale.

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Procedure

The researcher will visit the university and ask for permission from the concerned

authorities. Before data collection, the objectives, basic purpose, importance, and need of the

present research will be discussed with concerned authorities. After providing general

instructions, the research participants will obtain informed consent (verbal and written) and

research participants will assure that information gathered from them will be used only for

research purposes and remain confidential. They will be welcome to ask any query regarding

research and they have the option to withdraw at any stage of research before or after giving

the response on questionnaires. They will be requested to give their genuine and honest

responses. 25-30 minutes will be given to fill up the questionnaire.

The first step of the experiment will be to administer a background questionnaire

which will capture the details of the participants such as their age, gender, years of English

study, estimated (self-rated) proficiency, and their reasons for choosing English as a second

language. The next step in the experiment is to conduct the Extrovert and Introvert

Personality Inventory (EIPI) questionnaire which will be used to evaluate the personality

traits of the students. Then, the Oxford’s Strategy Inventory of Language Learning (SILL)

will be administered to determine the language learning strategy of the learners. Data on the

students’ attitudes will be collected through Attitudes towards English Language Learning

(AELL) instrument.

After getting back the questionnaires, they will be physically reviewed and incomplete

questionnaires will be returned to the respondents for completion. In the end, the researcher

will acknowledge the contributor for sparing their time to participate in research.
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Proposed Analysis

To accomplish the desired objectives, statistical analysis like frequency, Pearson’s r, t-

test, Regression, and ANOVA will be applied by using the SPSS 25. Moderation analysis will

be carried out with PROCESS 3.20.

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References

Alwan, F. (2012). Individual Differences: A Question of Meta Program Variety. In New

Perspectives on Individual Differences in Language Learning and Teaching (pp.

141153). Springer, Berlin, Heidelberg.

Caspi, A., Roberts, B. W., & Shiner, R. L. (2005). Personality development: Stability and

change. Annu. Rev. Psychol., 56, 453-484.

Dewaele, J. M., & Furnham, A. (2000). Personality and speech production: A pilot study of

second language learners. Personality and Individual differences, 28(2), 355-365.

Dornyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. Routledge.

Fasold, R. (1985). The sociolinguistics of society. Wiley-Blackwell.

Ghaemi, F., & Sabokrouh, F. (2015). The relationship between personality traits and

metacognitive listening strategies among Iranian EFL learners. ELT Voices–

Internafional Journal for Teachers of English, 5, 11-25.

Halliday, M. (2005). On grammar. New York: Continuum International Publishing Group.

Klinkosz, W., Sekowski, A., & Brambring, M. (2006). Academic achievement and

personality in university students who are visually impaired. Journal of visual

impairment & blindness, 100(11), 666-675.

Lakoff, R. (1975). Language and Women‟s Place. New York: Harper & Row Publishers, Inc.
 19

Liang, H. Y., & Kelsen, B. (2018). Influence of personality and motivation on oral

presentation performance. Journal of psycholinguistic research, 47(4), 755-776.

Ockey, G. (2011). Self‐consciousness and assertiveness as explanatory variables of L2 oral

ability: A latent variable approach. Language Learning, 61(3), 968-989.

O'Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition.

Oxford: Cambridge University Press.

Oppenheim, A. N. (1998). Questionnaire design, interviewing and attitude measurement.

Continuum International Publishing Group.

Oxford, R.L., (1990). Language learning strategies: What every teacher should know.

Boston: Heinle & Heinle.

Poropat, A. E. (2009). A meta-analysis of the five-factor model of personality and academic

performance. Psychological bulletin, 135(2), 322.

Rushton, P., & Irwing, P. (2011). The general factor of personality: Normal and abnormal.

Shuy, D. (1969). A Cultural Approach to Male-Female Miscommunication. London:

Routledge.

Speilberger, C. D. (Ed.). (2004). Encyclopedia of applied psychology, 1. Academic Press.

Spender, Dale. (1980). Man Made Language. New York & London: Routledge & Kegan Paul.
 20

Suliman, F. H. A. (2014). The role of extrovert and introvert personality in second language

acquisition. Proceedings of IOSR Journal of Humanities and Social Science, 20(1),

109-14.

Xia, X. (2013). Gender differences in using language. Theory and practice in language

studies, 3(8), 1485.

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Annexure-I

Inform Consent

I am “ ” a student of {} in [], [], USA. I am conducting a study on “Impact of personality

traits and gender differences on language learning strategies: role of learner’s attitude”. You

as a Participant in this study will provide valuable information about the topic and the

information provided by you will remain confidential and will only be used for research

purposes. The questionnaire booklet will take a maximum 10 to 20 minutes to complete. You

can withdraw from the study at any time if you do not want to continue. If you agree with

this, kindly sign this form:

Participant’s Signature: _____________________ Date: _________________

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Annexure-II

1. Age: …………..

2. Sex …………………………..

3. How long have you been studying English?

…………………………………………………

• 4. How do you rate your proficiency in English compared with other students in your

class?

• Excellent

• Good

• Fair

• Poor

5. What other languages have you studied?

• French

• Spanish

• German

• Other

6. Why do you want to study English? (You can tick more than one box) Interested in the

language

• Interested in the culture

• Have friends who speak the language

• Need it for my future career

• Need it for travel

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Annexure-

III Extrovert and Introvert Personality Inventory

Statement

Strongly

Disagree

Neutral

agree

Strongly
disagree

agree
1. I'm a friendly person

2. I love outdoors activities

3. I love to start a conversation if I meet new people

4. I love to attend gatherings and parties

5. I love to give my views in a discussion

6. I have many close friends

7. I love a festive atmosphere

8. I like to get involved in volunteering activities

9. I'm comfortable when being in a crowded group

10. I like to joke with friends

11. I'm comfortable when many guests come to my

house

12. I like to eat together

13. I like to help even though they are strangers

14. I really appreciate the time together with people

around me

15. I am a jolly person

16. I'm more comfortable playing with pets than

talking to people around me

17. I like to eat alone

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18. I love to calm my mind in a quiet environment

19. I am a quiet person

20. I like to be alone

21. I rarely mingle with family members

22. I do not like to talk about myself

23. I prefer to indulge on my own feelings rather than

talk

24. I do not like to mingle

25. I am stressed in a noisy environment

26. I do not have many friends

27. I easily get bored when I am in public

28. I listened more than talked

29. I'm happy when alone

30. I do not like exercising with friends

Annexure-

IV Oxford’s Strategy Inventory of Language Learning (SILL)

The strategies Often Sometimes Never

(1) (2) (3)

PART A: MEMORY STRATEGIES

Q1. I think of relationships between what I already

know and new things I learn in English

Q2. I use new English words in a sentence so I can

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remember

Q3. I connect the sound of a new English and an

image of the word to help me remember the word

Q4. I remember a new word by making a mental

picture of a situation in which the word might be used

Q5. I use rhymes to remember new English words

Q6. I use flashcards to remember new English words

Q7. I physically act out new English words

Q8. I review English lessons often

Q9. I remember new words or phrases by

remembering their location on the page, on the

board…

PART B: COGNITIVE STRATEGIES

Q10. I say or write new English words several times

Q11. I try to talk like native English speakers.

Q12. I practice the sounds of English.

Q13. I use the English words I know in different

ways.

Q14. I start conversations in English.

Q15. I watch English language TV shows or go to

movies spoken in English

Q16. I read for pleasure in English

Q17. I write notes, messages, letters, or reports in

English
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Q18. I first skim an English passage (read it quickly)

then go back and read carefully.

Q19. I look for words in my own language that are

similar to new words in English.

Q20. I try to find patterns in English.

Q21. I find the meaning of an English word by dividing

it into parts that I understand.

Q22. I try not to translate word-for-word.

Q23. I make summaries of information that I hear or read

in English.

PART C: COMPENSATION STRATEGIES

Q24. To understand unfamiliar English words, I make

guesses.

Q25. When I can’t think of a word during a conversation

in English, I use gestures.

Q26. I make up new words if I do not know the right

ones in English.

Q27. I read English without looking up every new word.

Q28. I try to guess what the other person will say next in

English.

Q29. If I can’t think of an English word, I use a word or

phrase that means the same thing.

PART D: METACOGNITIVE STRATEGIES

Q30. I try to find as many ways as I can to use my

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English.

Q31. I notice my English mistakes and use that

information to help me do better.

Q32. I pay attention when someone is speaking English.

Q33. I try to find out how to be a better learner of

English.

Q34. I plan my schedule so I will have enough time to

study English.

Q35. I look for people I can talk to in English

Q36. I look for opportunities to read as much as possible

in English.

Q37. I have clear goals for improving my English skills.

Q38. I think about my progress in learning English.

PART E: AFFECTIVE STRATEGIES

Q39. I try to relax whenever I feel afraid of using

English.

Q40. I encourage myself to speak English even when I

am afraid of making a mistake.

Q41. I give myself a reward or treat when I do well in

English.

Q42. I notice if I am tense or nervous when I am studying

or using English

Q43. I write down my feelings in a language learning

diary.

Q44. I talk to someone else about how I feel when I am

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learning English

PART F: SOCIAL STRATEGIES

Q45. If I do not understand something in English, I ask

the other person to slow down or to say it again.

Q46. I ask English speakers to correct me when I talk.

Q47. I practice English with other students.

Q48. I ask for help from English speakers.

Q49. I ask questions in English.

Q50. I try to learn about the culture of English speakers.

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Annexure-

V Attitudes towards English Language Learning (AELL)

Question No. Agree Somewhat Somewhat Disagree

Agree Disagree

1. Do you think that learning

English will help the growth of your

mind?

2. Do you think that learning English

will improve your personality?

3. Do you think that learning English

will open more job opportunities for

you?

4. Do you think that learning

English will help you in higher

academic achievement?

8. You think that being able to

actually communicate with the

foreigners in English is a very basic

purpose of English.

9. You like to learn English through

‘grammatical rules’ and ‘vocabulary

memorisation’.

10. When you speak English the fear

of making grammatical mistakes has

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great influence on you.

11. You like to learn English in an

‘All English’ environment.

12. You like to be able to listen to

and understand everyday

English.

13. You think that it is enough to

be able to read in English.

14. You think that ‘listening,

speaking, reading, writing’

are all important in learning

English.

15. If you have to choose the

most important skills or your

favourite skills, what do you

think is the best sequence?