Extraversion and the use of vocabulary learning strategies among university EFL students in Mexico

Marin-Marin, A. 2005. Extraversion and vocabulary learning strategies among university EFL students in Mexico. Unpublished PhD Thesis. University of Essex, Colchester, UK.

Available at: http://www.essex.ac.uk/linguistics/publications/theses/PDFs/2000-2009/2005/Marin.pdf

Several factors (e.g. age, sex, L1/L2, motivation, etc) inherent in the learner have been found to account for the use or choice of language learning strategies. However, little research has been done on the possible relationship between personality variables and the use of language learning strategies. As a primary objective, this study purports to investigate extraversion (E) as a personality variable and its relationship with the use of vocabulary learning strategies (VLS). Similarly, the contribution of not only E, but also vocabulary proficiency (VP), university year of study (Y) and gender (G) to the use of VLS was examined. Further explorations involved the relationship between E and English academic achievement and E and VP. Last but not least, this study aims to provide a picture of the frequency with which L2 learners use VLS regardless of E, VP, Y, and G. The subjects were 150 EFL learners enrolled in a five-year English major at the University of Quintana Roo, Mexico. Personality data were collected via the Eysenck Personality Questionnaire. The strategy data were gathered through a VLS questionnaire emanating from a preliminary study and through semi-structured interviews. Language outcomes were obtained via the Vocabulary Levels Tests (VLT) and end-of-semester English grades. Data analysis included mean frequency ratings, simple correlations and stepwise multiple regression analysis (MR). The results showed that E emerged as a positive predictor of social-discovery, association, and some further-consolidation strategies, suggesting that more extraverted learners tend to use such strategies more frequently than less extraverted learners. Nevertheless, no relationship was found between E and guessing, dictionary use, note-taking, and repetition strategies. The stepwise MR analysis of separate VLS showed that VP emerged as the most frequent predictor of separate VLS (twenty-five items), followed by Y (thirteen items). E and G were the least frequent predictors of VLS with only eleven items each. Interestingly, MR analysis revealed that E remained as a better predictor of the three afore-mentioned strategy categories. Furthermore, a negative relationship was observed between E and English academic achievement, but no relationship was found between E and VP. All in all, using the dictionary to check meaning(s) was the most frequently used VLS across the whole sample. A similar trend was observed regarding guessing meaning from textual context, looking for opportunities to meet new words, repeating words silently, associating L2 words with L1 words, and writing English definitions. The least frequently used VLS included recording words on audiotapes, keeping notes on electronic devices and using electronic dictionaries. In terms of VLS categories, guessing and dictionary-use strategies were ranked with high frequency, whereas note-taking was the least used category. In sum, although E did not emerge as a strong predictor of VLS use, some pedagogical implications can be drawn. Nonetheless, further research needs to be conducted in this realm.

VLS in five Mexican universities from amarin70

Learning vocabulary is like meeting new people

In my view, vocabulary learning is like meeting new people and becoming familiar with them. The more we see a vocabulary item the more we are able to recognise it. Similarly, the more we see a person in certain places, the more we are able to recall them.

By the way, as in vocabulary, we cannot recognise all the people we see in a crowd!

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