Contributing the Effect of Extraversion and Agreeableness to Experience on Vocabulary Learning Strategies of Iranian EFL learners

Having significant role in learning a foreign language, vocabulary has traditionally been taught to students in speaking, listening, reading, and writing lessons rather than as a separate subject. Strategies make learning more effective; in other words, individuals use learning strategies to achieve goals because they are thought and actions. The aim of this study is to investigate the effect of extraversion and agreeableness to experience on vocabulary learning strategies of Iranian EFL students. To do so, a representative sample of the EFL population was chosen, which comprised 120 female EFL students at Azarbaijan Shahid Madani University. The participants’ age ranged from 23 to 30 years old. Data were collected using two questionnaires: the NEOPI-R questionnaire related to two dimensions of personality, namely extraversion and agreeableness, and Gu and Johnson’s questionnaire which assessed learners’ vocabulary learning strategies according to five types of vocabulary learning strategies. The Pearson correlation coefficient was used to measure the associations between the learner variables and vocabulary learning strategies. The findings showed differences in strategy use indicating that these strategy choices are correlated to their personality type. Moreover, the findings revealed that there was significant relationship between agreeableness to experience and vocabulary learning strategies of Iranian EFL students. It is also showed that there were significant relationship between extraversion and vocabulary learning strategies of Iranian EFL students.

Contributing the Effect of Extraversion and Agreeableness to Experience on Vocabulary Learning Strategies of Iranian EFL learners Keywords:

Vocabulary Learning Strategies , Extraversion , Agreeableness , Personality Traits , Individual Variables