Learners’ Personalities and Language Learning: A Literature Review
DOI:
https://doi.org/10.24256/ideas.v11i1.3672Keywords:
Extrovert, introvert, language learningAbstract
A growing interest in studies about learners’ personalities in language learning has occurred from time to time. However, there are contradictions in many studies. Some claim that extroverts are more successful in language learning, whereas some believe the opposite. Other factors may influence the learner’s language learning, other than their personalities; therefore, this study explores the influence of extrovert and introvert personalities on language learning and the difference between them. The method used in this study is a literature review obtained from various research engine databases such as Google Scholar, ResearchGate, and ProQuest. The data are collected from journal articles, theses, dissertations, and books and analyzed using thematic analysis. This study found that various aspects influence the learner’s achievement in language learning other than the learner’s personality. The implication of this study benefits the teachers to define the best teaching method and strategy for each personality in language learning and the students to find the best learning strategy based on their personality. It also can be a reference for other researchers to conduct a study based on the same variables.
References
Aini, N., Amalia, F., & Ningrum, A. (2022). Improving Students' Speaking Skill Using Hello English Application as a Medium of Learning from Home. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 10(1), 730-745. doi:https://doi.org/10.24256/ideas.v10i1.2533
Alfatihah, A., Ismayanti, D., Syam, A., & Santaria, R. (2022). Teaching Speaking Skills through Project-Based Learning for the Eighth Graders of Junior High School. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 10(1), 152-165. doi:https://doi.org/10.24256/ideas.v10i1.2555
Akindele, D. & Trennepohl, B. (2014). Breaking the culture of silence: Teaching writing and oral presentation skills to Botswana University students. Language, Culture and Curriculum, 21(2), 145-166
Aminatun, D. & Oktaviani, L. (2019). Memrise: Promoting Students’ Autonomous Learning Skills through Language Learning Application. Metathesis: Journal of English Language, Literature, and Teaching, 3(2), 214-224. DOI: 10.31002/metathesis.v3i2.1982.
Artini, Luh. (2016). Is Speking Easier than Writing?: Exploring the Coplexity of Spoken Language. Jurnal Ilmu Pendidikan. 5. 10.17977/jip.v5i0.1060.
Creswell, John W. (2012). Educational research: planning, conducting, evaluating, quantitative and qualitative research (Fourth Edition). United State of America: Pearson Education Inc.
Dewi, P., & Sari, D. (2022). Perception of Digital Storytelling in Overcoming Fear for Speaking English through Interdisciplinary Project of Gender Issues. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 10(2), 1635 – 1642. doi:https://doi.org/10.24256/ideas.v10i2.2748
Heuchemer, S., Martins, E., & Szczyrba, B. (2020). Problem-based learning at a “learning universityâ€: A view from the field. Interdisciplinary Journal of Problem-Based Learning, 14(2 Special Issue), 1–11. https://doi.org/10.14434/ijpbl.v14i2.28791
Kassem, M. A. M. (2018). Improving EFL students' speaking proficiency and motivation: a hybrid problem-based learning approach. Theory & Practice in Language Studies, 8(7).
Masruddin, M., & Nasriandi, N. (2022). Lexical and Syntactical Errors Performed by Junior High School Student in Writing Descriptive Text. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 10(1), 1094-1100. doi:https://doi.org/10.24256/ideas.v10i1.3024
Maudsley G. (1999). Roles and responsibilities of the problem-based learning tutor in the undergraduate medical curriculum. BMJ (Clinical research ed.), 318(7184), 657–661. https://doi.org/10.1136/bmj.318.7184.657
Neuman, W. (2014) Social Research Methods: Qualitative and Quantitative Approaches. Pearson, Essex, UK
Puangpunsi, N (2021). Learners’ Perception towards Project-Based Learning in Encouraging English Skills Performance and 21st Century Skills. THAITESOL JOURNAL 34(1).
Salma, N (2018) Students Perception on English Club as Extracurricular in Speaking Practice (A Descriptive Research at SMP Nasional Makassar of Eighth Grade), Jurnal Keguruan dan Ilmu Pendidikan (JKIP), 48, 2018, pp. 3-12.
Scholkmann, A., & Küng, M. (2016). Students’acquisition of competencies through problem-based learning. Reflecting evaluation outcomes in the mirror of existing empirical evidence. Zeitschrift für Evaluation,15(1), 60–82
Sookermany, A. M. (2012). What is a skillful soldier? An epistemological foundation for understanding military skill acquisition in post) modernized armed forces. Armed Forces & Society, 38(4), 582–603.
Sutrisna, Gede & Artini, Luh. (2020). Does Problem-Based Learning Affect Students’ Speaking Skill and Attitude toward ELL?. RETORIKA: Jurnal Ilmu Bahasa. 6. 131-138. 10.22225/jr.6.2.2315.131-138.
Utami, C., & Noviana, L. (2021). Students’ Perspective in the Use of TED Talks in Speaking Class. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 9(2), 275-283. doi:https://doi.org/10.24256/ideas.v9i2.2277
Widiati, U., & Cahyono, Y. U. 2006. The Teaching of EFL Speaking in the Indonesian Context: The state of the art. Bahasa dan seni, 34(2), 269-291
Downloads
Published
Issue
Section
Citation Check
License
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under an Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See the Effect of Open Access)
