The Role of Personality Traits in the Choice and Use of Language Learning Strategies

Abstract

The paper aims to investigate the relationships between
foreign language learning strategies (FLLS) and personality
traits among students of education and engineering sciences.
Quantitative survey of self-report questionnaire was used to
evaluate learning strategies and individual personality traits.
Pearson's correlation coefficients were calculated and six
linear regressions were conducted to test the predictive role
of personality dimensions when language learning strategies
were used as a criterion. The findings propose that students
with different personality traits have different preferences
when it comes to learning strategies. Two out of five
personality traits from this study seem to have an important
role in the prediction of the FLLS type used. While low
Conscientiousness was predictive of more frequent usage of
Cognitive and Compensation strategies, high Intellect was
predictive of more frequent usage of Cognitive and
Metacognitive strategies. The study points out the significance
of managing students by meeting their personal differences
in choosing learning strategies, and not by relying on the
personality stereotypes that are predominant. The obtained
results can help teachers to select appropriate learning
strategies that match students' different personality types.