logo logo International Journal of Educational Methodology

IJEM is a leading, peer-reviewed, open access, research journal that provides an online forum for studies in education, by and for scholars and practitioners, worldwide.

Subscribe to

Receive Email Alerts

for special events, calls for papers, and professional development opportunities.

Subscribe

Publisher (HQ)

RHAPSODE LTD
Eurasian Society of Educational Research
College House, 2nd Floor 17 King Edwards Road, Ruislip, London, UK. HA4 7AE
RHAPSODE LTD
Headquarters
College House, 2nd Floor 17 King Edwards Road, Ruislip, London, UK. HA4 7AE

'introverted learners' Search Results



Unveiling the Linguistic Landscape: The Gendered Impacts on Language Learning Strategies for Introverted Learners

gender introverted learners language learning strategies vietnamese english-major students

Thanh Thao Le , Anh Thi Nguyen , Thi Hai Yen Thieu , Hoang Yen Phuong , Trut Thuy Pham , Thi Anh Thu Huynh , Huong Tra Nguyen


...

This study explores the impact of gender on the preferred English language learning strategies of self-perceived introverted students in Vietnam, given the burgeoning role of English as an international lingua franca. A mixed-methods approach, involving survey questionnaires and follow-up interviews, was utilized to gather both quantitative and qualitative data from a cohort of 68 English major undergraduates, 29 of whom self-identified as introverted via the Myers-Briggs Type Indicator (MBTI). The investigation provides a comprehensive understanding of the preferred language learning strategies among introverted learners, and specifically examines how gender influences these strategic choices. The results reveal that gender does not present significant differences in the preferred English language learning strategies of self-perceived introverted individuals. Regardless of gender, introverted language learners demonstrate a tendency towards compensation learning strategies, with specific strategies such as deductive reasoning, organizing physical environs, and error rectification receiving almost identical responses from both male and female participants. These findings suggest that the role of personality traits, such as introversion, should be considered in tailoring pedagogical approaches to meet individual learning preferences and needs. Further research is needed to explore this area in greater depth and to examine its broader implications for English language teaching pedagogy.

description Abstract
visibility View cloud_download PDF
10.12973/ijem.9.4.711
Pages: 711-723
cloud_download 189
visibility 535
0
Article Metrics
Views
189
Download
535
Citations
Crossref
0

Scopus
0

...