Personality traits as predictors of language learner engagement

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH

Language Learning in Higher Education Pub Date : 2021-10-01 DOI:10.1515/cercles-2021-2026

Tanja Angelovska, Sarah Mercer, Kyle Talbot

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引用次数: 4

Abstract

Abstract Engagement is seen as a highly desirable outcome and process contributing to successful learning. In second language acquisition (SLA), we know comparatively little about the nature of engagement for learning a language, in particular the kind of individual differences in learners that account for variations in engagement. In this study, we investigate whether a relationship exists between the engagement of tertiary-level English as a Foreign Language (EFL) students and one key individual difference, student personality traits, as measured by Goldberg, Lewis R. 1992. The development of markers for the Big-Five factor structure. Psychological Assessment 4(1). 26–42, Big-Five Personality Markers. Participants in this study were 154 EFL tertiary-level students from two universities in Austria. Language learning engagement (LLE) was measured using a modified version of the standardized Student Engagement Instrument (Appleton et al. 2006) adapted specifically for the tertiary-level EFL context in which this study was conducted. The study revealed that trait neuroticism and age predicted LLE and its two dimensions, the cognitive and the affective. Pedagogical implications of the study are presented and discussed.

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人格特征作为语言学习者投入的预测因素

参与被认为是一个非常理想的结果和过程，有助于成功的学习。在第二语言习得(SLA)中，我们对语言学习投入的本质知之甚少，特别是学习者的个体差异导致了投入的变化。在本研究中，我们调查了高等教育阶段英语作为外语(EFL)学生的投入程度与一个关键的个体差异——学生的人格特征之间是否存在关系，该差异由Goldberg, Lewis R. 1992测量。大五要素结构的标记开发。心理评估4(1)。26-42，大五人格标记。本研究以来自奥地利两所大学的154名英语大专学生为研究对象。语言学习参与度(LLE)是使用标准化学生参与度工具(Appleton et al. 2006)的修改版本进行测量的，该工具专门适用于本研究进行的三级英语环境。研究发现，性格神经质和年龄对LLE及其认知和情感两个维度具有预测作用。提出并讨论了本研究的教学意义。

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来源期刊

Language Learning in Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.00

自引率

0.00%

发文量

期刊介绍： Language Learning in Higher Education deals with the most relevant aspects of language acquisition at university. The CercleS journal presents the outcomes of research on language teaching, blended learning and autonomous learning, language assessment as well as aspects of professional development, quality assurance and university language policy. Its aim is to increase the quality of language teaching and learning programmes offered by university language centers and other providers in higher education by presenting new models and by disseminating the best results of research activities carried out at language centers and in other higher education departments.