The relationship between the neuroticism trait and use of the english language learning strategies

International Journal of Linguistics
ISSN 1948-5425
2011, Vol. 3, No. 1: E32

The Relationship between the Neuroticism Trait and
Use of the English Language Learning Strategies
Seyed Hossein Fazeli
Islamic Azad University, Abadan Branch, Iran
E-mail: fazeli78@yahoo.com

Received: Sep. 14, 2011 Accepted: Sep. 27, 2011 Published: November 18, 2011
doi:10.5296/ijl.v3i1.963 URL: http://dx.doi.org/10.5296/ijl.v3i1.963

Abstract
The present study aims to find out the relationship between the Neuroticism trait and English
Language Learning Strategies (ELLSs) for learners of English as a foreign language. Four
instruments were used, which were Persian adapted Strategy Inventory for Language
Learning (SILL), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and
Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female
university level learners of English language as a university major in Iran, were volunteer to
participate in this research work. The intact classes were chosen. The results show that there
is significant relationship between the Neuroticism trait and use each of four of the six
categories of ELLSs (Memory Strategies, Cognitive Strategies, Metacognitive Strategies, and
Social Strategies).
Keywords: Language learning strategies, English learning, Neuroticism trait

1 www.macrothink.org/ijl

ISSN 1948-5425
2011, Vol. 3, No. 1: E32

1. Introduction
Research on the related literature of Language Learning Strategies (LLSs) shows that LLSs
has a history of only thirty years which is much sporadic (Chamot, 2005). Recently such
strategies have been the focus of specific research (Oxford, 1990), and much of the research
was descriptive. Such studies show that in order to affect changes in perceptions of the
learners’ role in learning process, we need to discover more about what learners do to learn
language successfully.
LLSs have potential to be “an extremely powerful learning tool” (O'Malley, Chamot,
Stewner-Manzanares, Kupper, & Russo 1985, p.43), and in junction with other techniques
may well prove to be an extremely useful tool for learners’ language learning (Griffiths,
2004). Moreover, use of LLSs help learners store and retrieve material, and facilitate their
learning, and the frequency and range of strategy use is the main difference between effective
learners and less effective learners (Chomat, Barnhardt, El-Dinary &Rabbins, 1999).
Marti'nez (1996) discusses some features of LLSs that are inferred from the literature: a)
They play important role to facilitate language learning; b) Learners may use LLSs as
problem-solving mechanisms to deal with the process of second/foreign language learning. In
addition, Oxford (1990) discusses that there are some other features for LLSs such as
“problem orientation, ability to support learning directly or indirectly” (p.11).
2. Review of the Literature
Since 1990s, there has been growing interest on how personality correlates to the academic
performance. In such case, it was shown that successful language learners choose strategies
suit to their personalities (Oxford & Nyikos, 1989), and since LLSs are not innate but are
learnable (Oxford, 1994), broad justifications have been offered for the evaluation of
personality traits as predictors of LLSs. For instance, behavior tendencies reflected in
personality traits affect some habits, which influence LLSs (Paunonen & O’Connor, 2007).
The past studies regarding the relationship between personality and LLSs have contributed to
a voluminous archive of evidence pointing to conclusion that to understand scientifically, it
must be interesting in personality (cook, 2008). In such case, so high progress has been made
toward a consensus on personality structure (Costa & McCare, 1992; John, 1990; McCare &
John, 1992). For example, Liadra, Pullmann and Allik (2006) found that the Neuroticism trait
was correlated negatively with grade point average; Shokri, Kadivar, Valizadeh and Sangari
(2007) showed that the Neuroticism trait has significant positive relationship with surface
learning; and Oyesoji (2009) indicated that the Neuroticism trait could predict academic
self-efficacy.
3. The Relationship between Language Learning Strategies and Personality Traits
Up to 1970’s, language learning was studied merely based on linguistics subfields such as
syntax, semantics, pragmatics. Since 1970’s psycholinguists started to study individuals’
linguistic development based on their psychological development. Such studies came as
psycholinguistics theories in the studies of different researchers such as Brown (1973), and


ISSN 1948-5425
2011, Vol. 3, No. 1: E32

Smart (1970). In this way, research on LLSs has been inspired by two closely interwoven
disciplines: cognitive psychology and second language acquisition.
There is a general belief that the relationship between personality and second language
acquisition is as a two-way process which they modify each other (Ellis, 1985), and there are
enough evidences that show personality factors can facilitate acquisition of second language
(Ely, 1986; Reiss, 1983; Strong, 1983). In addition, since there is a strong relationship
between psychological traits and the way that learners use language strategies (Ehraman &
Oxford, 1990), psychological traits can play the most important role in the field of LLSs. In
such situation, Reiss (1983) found there is a significant correlation between successful
language learning and the conscientiousness trait. At last but not least , a review of the
relevant literature shows that personality traits significantly influence success in learning a
second language (Gass & Selinker, 1994) and personality factors are important in
development of linguistic abilities (Ellis, 1985).
4. Methodology
4.1 Participants
The descriptive statistics are such type of numerical representation of participants (Brown, J.
D. 1996). The sample drawn from the population must be representative so as to allow the
researchers to make inferences or generalization from sample statistics to population
(Maleske, 1995). As Riazi (1999) presents “A question that often plagues the novice the
researcher is just how large his sample should been order to conduct an adequate survey or
study. There is, of course, no clear-cut answer” (pp.242-243). If sample size is too small, it is
difficult to have reliable answer to the research questions. If sample is too large, it is
difficulty of doing research. To leave a margin of about 20% for ineffectual questionnaires
slightly bigger numbers were chosen. In this way, initially a total of two hundred and fifty
Iranian female university level learners of English language as a university major at the
Islamic Azad University Branches of three cities which named Abadan, Dezful ,and
Masjed-Solyman in Khuzestan province in south of Iran, were asked to participate in this
research work. It must bear in mind that number of participants may affect the
appropriateness of particular tool (Cohen & Scott, 1996).The intact classes were chosen.
The chosen participants for this study were studying in third grade (year) of English major of
B. A. degree. There was only female, ranging age from 19 to 28(Mean= 23.4, SD= 2).Their
mother tongue was Persian (Farsi) which is the official language of Iran, according to Act 15
of the Iranian constitution.
The socio-economic status of participants, such as the participants’ social background, and
parents’ level education was controlled as well by questionnaire, based on some indicators
such as the parents’ socio-educational background and occupation, the participants were
matched as closely as possible for socio-economic background to minimize the effect of
social class. Accordingly, the participants were classified as a middle class. Moreover the
most of the participants from the Islamic Azad University in Khuzestan province, Iran, have
middle-class and similar socio-economic background.


ISSN 1948-5425
2011, Vol. 3, No. 1: E32

Because of the nature of this work (regarding use of the ELLSs), a general English
proficiency test for determining the proficiency level of participants in English was applied in
order to minimize the effect of English language proficiency. As Jafarpour (2001) defines
“the percent classification of subjects by the experimental test that corresponds to those by
the criterion” (pp.32-33) (as cited in Golkar & Yamini, 2007), top of subjects are 27% and
bottom of subjects are 27% (Golkar & Yamini, 2007), the participant whom were classified as
intermediate subjects, were asked to participate in the current study.
4.2 Instrumentation in the Current Study
Four instruments were used to gather data in the current study. They were:
4.2.1 Strategy Inventory for Language Learning (SILL)
As Gould (1981) presents “Taxonomy is always a contentious issue because the world does
not come to use in neat little packages” (p.158), and there is not a logical and well-accepted
system for describing of strategy (Oxford, 1994). In this way, finding a particular
classification of LLSs as a universal basic classification which can be as a LLSs’ complete
classification system, what everybody agrees upon, is impossible. However, from point of
view of extensive review of the literature, Oxford (1990) gathered extensive literature on
LLSs.
There are many significant differences between Oxford’s taxonomy and the other ones. For
example, firstly, Oxford classifies heterogeneous strategies into more specific categories
(Ehrman, Leaver & Oxford, 2003); secondly according to O'Malley and Chamot (1990),
Oxford’s strategy classification is an inclusion of every strategy that has up to then been cited
in the learning literature; and thirdly Oxford’s taxonomy links individual strategies and
groups of strategies with each of the four language skills (Oxford & Burry-Stock, 1995). In
this way, Griffiths (2004) suggests Oxford’ classification system of LLSs can be as a useful
base for understanding LLSs.
Oxford’s taxonomy includes Memory Strategies, Cognitive Strategies, Compensation
Strategies, Metacognitive Strategies, Affective Strategies, and Social Strategies.
Based on the Oxford’s classification Strategy Inventory for Language Learning (SILL,
version 7.0) was developed. SILL is a kind of self-report questionnaire that has been used
extensively by researchers in many countries, and its reliability has been checked in multiple
ways, and has been reported as high validity, reliability and utility (Oxford, 1996).
SILL is a structured survey (Oxford, 1990), which according to Oxford and Nyikos (1989)
the strategies which were included in the SILL were gathered from extensive literature review.
In addition, Oxford (1996) claims in general, SILL reliability has been high, and the
reliability remains “very acceptable” (Oxford & Bury-Stock, 1995, p.6). Moreover, Green
and Oxford (1995) claim that reliability using Cronbach's alpha ranging from 0.93 to 0.95
depending whether the survey is taken in learner’s own language or in target language. In
addition, SILL has used with learners whose native languages were different languages such
as Chinese, French, Germen, Italian, Japanese, Korean, Spanish, Thai, and Turkish (Oxford,


ISSN 1948-5425
2011, Vol. 3, No. 1: E32

1990). And its reliability reported in many studies as high reliability in translated version of
different languages (Grainger, 1997; Griffiths, 2002; Oxford & Nyikos, 1989; Park, 1997;
Sharp, 2008; Szu-Hsin, Ting-Hui & Tzu-Ying, 2006; Yang ,2007).
Regarding validity of SILL, Oxford and Burry-Stock (1995) claim that the all types of
validity are very high. And factor analysis of SILL is confirmed by many studies (Hsiao &
Oxford, 2002; Oxford, 1996; Oxford & Burry-Stock, 1995).In this way, as Ellis (1994)
believes Oxford’s taxonomy is possibly the most comprehensive currently available. Several
empirical studies have been found moderate intercorrelation between the items of six
categories in SILL (Oxford & Ehrman, 1995).
The original SILL includes 50 items, but the adapted version includes 49 items which adapted
for the current study. In adapted version of SILL, one item was taken out. The item was
deleted based on the feedback from participants in the pilot study. Revision in part of
Cognitive Strategies includes deletion of item number 22 “I try not to translate word for
word”. The possible reason why the item 22 affects the reliability of the SILL can be the
suggestion of the most teachers to “avoid translation word for word”.
4.2.2 Test of English as a Foreign Language (TOEFL)
TOEFL (Structure and Written Expression, and Reading Comprehension parts) as a general
English proficiency test was used.
4.2.3 A Background Questionnaire
The socio-economic status of participants was controlled as well by a background
questionnaire.
4.2.4 NEO-Five Factors Inventory (NEO-FFI)
The evidences indicate that five factors of personality are fairly stable over time (Costa &
McCare, 1988; Digman, 1989). In addition, factor structure resembling such factors of
personality were identified in numerous sets of variables (Digman & Inouye, 1986; Goldberg,
1981, 1990; John, 1990; McCare & Costa, 1985; Saucier & Goldberg, 1996). Based on such
five factors, NEO-FFI was developed. It is a self-scoring, and paper and pencil survey.
The short form of NEO-FFI (Costa & McCare, 1992) was translated into Persian language
(Fathi-Ashtiani, 2009) which was used in the current study. It consists of sixty items, 12 items
for each of the “Big Five” sub-scales.
The Neuroticisms trait is one of the five traits which is assessed through NEO-FFI. The
Neuroticisms represents the tendency to exhibit poor emotional adjustment, pessimistic,
anxious, feeling anxious, nervous, sad, and tense. Moreover, it is described “Neuroticism
contrasts emotional stability and even-temperedness with negative emotionality” (John &
Srivastava, 1999, p30).
4.3 Sample of the Pilot Study
The sample for the pilot study, as “A small-scale replica and a rehearsal of the main study”


ISSN 1948-5425
2011, Vol. 3, No. 1: E32

(Riazi, 1999, p.198), was selected so as it represents the entire sample for participants whom
asked to participate in the main study. Since sample size in pilot study ranges from 20 to
bigger of 65 (Hinkin,1998), thirty nine female students university level learners of English
language as a university major at Islamic Azad University Branches of three cities which
named Abadan, Dezful ,and Masjed-Solyman were asked to participate in the pilot study.
4.4 Reliability of the Instruments
This section will explore the reliabilities of the four instruments: SILL, NEO-FFI, the
Openness to Experiences trait as a sub-scale of NEO-FFI, and TOEFL. Since Cronbach's
alpha is one of the standard ways of expressing a test’s reliability (Foster, 1998); and its
coefficient is commonly used to describe the reliability factors of multi-point formatted
questionnaires or scales; in such way, the reliabilities of our experimental measures were
assessed by calculating Cronbach's alpha over the items of the four instruments across all the
participants in the current study which were found 0.89 for SILL(Cronbach's alpha were 0.73
for Memory Strategies, 0.71 for Cognitive Strategies, 0.72 for Compensation Strategies, 0.81
for Metacognitive Strategies, 0.71 for Affective Strategies, and 0.73 for Social
Strategies),0.82 for NEO-FFI, 0.76 for the Neuroticism trait, and 0.80 for TOEFL. The
reliability coefficient indicated the degree to which the results on a scale can be considered
internally consistent, or reliable (De Vellis, 2003; Ghiasvand, 2008; Moemeni, 2007;
Nunnally & Bernstein, 1994). Such finding of reliabilities for the four instruments confirm
the finding of reliabilities in the pilot study.
4.5 Data Collection Procedures in the Main Study
The data for the study described in this study was collected between September 2010 and
November 2010 in Iran, at the Islamic Azad University Branches of three cities that are
named Abadan, Dezful, and Masjed-Solyman. As hinted these three cities are located in
Khuzestan province in south of Iran. The period of time to administrate each of stages was
assigned based on the pilot study.
4.5.1 Stage One
In this stage, the participants were asked to answer TOEFL test. Approximately 80 minutes
were taken to answer the test (The first week).
4.5.2 Stage Two
In the second stage, the respondents were asked to fill the adapted SILL. The respondents
were asked to respond to the questions within 10-15 minutes. Alongside adapted SILL,
Background Questionnaire was administrated (The second week).
4.5.3 Stage Three
In this stage, NEO-FFI was administrated. 10 – 15 minutes was enough to complete NEO-FFI
(The third week).


ISSN 1948-5425
2011, Vol. 3, No. 1: E32

4.6 Data Analysis
After data collection, the data was entered onto databases (Excel and SPSS) to enable data
analysis to be carried out.
The procedure of data analysis includes Pearson Correlation that used to identify the strength
and direction of the relationship between variables. As known to the researchers in the field,
correlation does not imply causality, but it does provide a picture of relationships. The
important point, the classification of strength of correlation is not well accepted among
different researchers, and there are different classifications such as the classification
suggested by Cohen, J. (1988), Delavar (2010), and Ghiasvand (2008). In the current study,
the classification that was suggested by Cohen, J. (1988) was chosen as a criterion to interpret
and discuss about the strength of the correlation. It is as Table 1:
Table 1. The classification was suggested by Cohen, J (1988)

Level of Strength Amount of the Strength
Low r = 0.10 to 0.29
Medium r = 0.30 to 0.49
Strong r = 0.50 to 1

5. Results, Discussion, and Conclusion
In reporting the frequency use of LLSs, Oxford’s key (1990) was used to understand mean
scores on SILL in the current study.
In the entire sample (N=213), except the Metacognitive category, the mean score for each of
the five categories fell in the range of medium strategy use. The strategies in the
Metacognitive category were the most frequently used, with a mean of 3.7 (SD=0.64). The
mean use of strategies in the other five categories were 3.2 (SD =0.63) for Compensation
Strategies, 3.1 (SD=0.69) for Affective Strategies, 3.1 (SD=0.79) for Social Strategies, 3.0
(SD=0.59) for Memory Strategies, and 3.0 (SD=0.52) for Cognitive Strategies. Mean of the
overall strategy use was 3.2 (SD=0.45), which categorized as a medium level. Except the
Metacognitive category, there was not much difference in the mean scores of strategy use
among the other five categories.
The means were calculated in order to determine the mean of each of five traits of personality
among the total group of the respondents (N=213) (Table 2).
Table 2: Means and Standard Deviations (SD) of the five traits of personality in the current
study

Personality Trait N Mean SD
Neuroticism 213 23.0 8.3
Extraversion 213 27.4 5.5
Openness to Experiences 213 27.9 4.7
Agreeableness 213 32.4 5.4
Conscientiousness 213 34.7 6.3


ISSN 1948-5425
2011, Vol. 3, No. 1: E32

Table 2 showed that the mean of the Conscientiousness trait (Mean=34.7, SD =6.3) was more
than each of the means of the other four traits, and the mean of the Neuroticism trait
(Mean=23.0, SD=8.3) was less than each of the means of the other four traits.
The Pearson Correlation was performed for all the overall six categories of strategy use and
the Neuroticism trait (Table 3).
Table 3. The summary of correlations among the overall six categories of strategy use and the
Neuroticism Trait

MEM.S. COG.S. COM.S. MET.S. AFF.S. SOC.S.

Opennes Pearson Correlation -0.198** -0.175* -0.125 -0.182** -0.020 -0.223**

to Sig.(2-tailed) 0.004 0.010 0.068 0.008 0.772 0.001
Experiences
N 213 213 213 213 213 213
**. Correlation is significant at the 0.01 level (2-tailed).
* Correlation is significant at the 0.05 level (2-tailed).
MEM. S.: MEMORY STRATEGIES, COG. S.: COGNITIVE STRATEGIES,
COM. S.: COMPENSATION STRATEGIES, MET. S.: METACOGNITIVE STRATEGIES,
AFF. S.: AFFECTIVE STRATEGIES, SOC. S.: SOCIAL STRATEGIES

According to Table 3, regarding the Neuroticism trait, for each of the three of categories of
the overall strategy use (the overall Memory, Metacognitive, or Social strategy use), the
correlation was significant at the p<0.01 level (2-tailed). For one category (the overall
Cognitive strategy use), the correlation was significant at the p<0.05 level (2-tailed). The
level of correlation for all the four categories was found at low level. For each of the other
two categories (the overall Compensation, or Affective strategy use), the correlation was
non-significant.
Table 3 indicated that based on increasing of the Neuroticism level of the students, lower
average of Memory Strategies would be used. Table 3 showed that there was a meaningful
significant negative relationship between the overall Memory strategy use and the
Neuroticism trait (r=-0.198, p<0.01). The negative relationship implies that the more
Neurotic students use Memory Strategies less.
Table 3 indicated that based on increasing of the Neuroticism trait level of the students, lower
average of Cognitive Strategies would be used. In such way, Table 3 showed that there was a
meaningful significant negative relationship between the overall Cognitive strategy use and
the Neuroticism trait (r= -0.175, p<0.05). The negative relationship implies that the more
Neurotic students use Cognitive Strategies less.
According to Table 3, the students’ overall Compensation strategy use was not significant
correlated with the Neuroticism trait (p>0.05). In such way, Table 3 indicated that there was
not a meaningful significant relationship between the overall Compensation strategy use and
the Neuroticism trait.


ISSN 1948-5425
2011, Vol. 3, No. 1: E32

average of Metacognitive Strategies would be used. In such way, Table 3 showed that there
was a meaningful significant negative relationship between the overall Metacognitive
strategy use and the Neuroticism trait (r=-0.182, p<0.01). The negative relationship implies
that the more Neurotic students use Metacognitive Strategies less.
According to Table 3, the students’ overall Affective strategy use was not significant
correlated with the Neuroticism trait (p>0.05). In such way, Table 3 indicated that there was
not a meaningful significant relationship between the overall Affective strategy use and the
Neuroticism trait.
average of Social Strategies would be used. In such way, Table 3 showed that there was a
meaningful significant negative relationship between the overall Social strategy use and the
Neuroticism trait (r=-0.223, p<0.01). The negative relationship implies that the more
Neurotic students use Social Strategies less.
6. Limitations of the Current Study
Like any study, several of limitations to the methodology in this study are ones common in
the literature. Firstly, the need for a large scale since the present study includes small-scale
study.
Secondly, it is exclusive reliance on self-report responses to the questionnaires. Since the
questionnaire is a self-report and single source of information in this study, it is not clear
whether the participants actively used the strategies they indicated and personality that they
have. Their response may not be just their beliefs and thoughts that they have about their use
of strategies and their personality. In order to investigate students’ actual use of strategies,
researcher must observe classes, use think-aloud procedure (introspection), interview, and so
forth. Moreover, there may also have been some unclear points in questionnaires themselves.
In addition, the vagueness of wording has been another persistent problem in using
questionnaire (Gu, Wen & Wu, 1995). Another difficulty in cross-language research involves
translation. In the case of SILL, SILL does not describe in detail the LLSs a student uses in
responses to any specific language task.
The third one, there is an issue in the statistical procedures. The reliability estimates internal
consistency may not be appropriate to measure something that could fluctuate in short period.
The test-retest reliability measure is better indicator of reliability in this type of research.
The fourth issue, since measurements which are developed in the western countries may not
be so successfully employed in the eastern countries like Iran, and many value measurements
which are developed in western countries were not success to assess in eastern countries
(Matthews, 2000; Schwartz, Malech, Lehmann, Burgess, Harris & Owens, 2001). In the case
of used instruments, may some limitations disappeared. Such limitations are characteristics of
cross cultural- research and instruments.
Generally speaking, it is rarely possible to adequately control for all variables in any natural
research, in this way it is better that it should be some research method to corroborate the


ISSN 1948-5425
2011, Vol. 3, No. 1: E32

results of SILL and NEO-FFI.
References
Brown, H. D. (1973). Affecting variables in second language acquisition. Language Learning,
23 (2), 231-244. http://dx.doi.org/10.1111/j.1467-1770.1973.tb00658.x
Brown, J. D. (1996). Testing in language programs. Upper Saddle River, NJ: Prentice Hall
Regents.
Chamot, A. U. (2005).Language learning strategy instruction: Current issues and research.
Annual Review of Applied Linguistics, 25, 112-130.
http://dx.doi.org/10.1017/S0267190505000061
Chamot, A. U., Barnhardt, S., El-Dinnary, P. B., & Rubbins, J. (1999). The learning strategies
handbook. New York: Longman.
Cohen, A.D., & Scott, K. (1996). A synthesis of approaches to assessing language learning
strategies. In R. L. Oxford (Ed.), Language learning strategies around the world : cross
cultural perspectives (pp. 89-106). Honolulu : University of Hawai’i, Second Language
Teaching & Curriculum Center.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale,
NJ: Lawrence Erlbaum Associates.
Cook, V. (2008). Second language learning and language teaching (4th ed.). London: Edward
Arnold.
Costa, P.T., & McCare, R.R. (1992). Professional Manual for the NEO-PI-R and NEO-FFI.
Odessa, FL: Psychological Assessment Resources.
Costa, P.T., & McCare, R.R.(1988). Personality in adulthood: A six-year longitudinal study of
self-reports and spouse ratings on the NEO personality inventory. Journal of Personality and
Social Psychology, 54(4), 853-863. http://dx.doi.org/10.1037/0022-3514.54.5.853
De Vellis, R. F. (2003). Scale development: Theory and application (2nd ed.). Thousand Oaks,
California: Sage.
Delavar, A. (2010). Theoretical and experimental principle of research in human sciences.
Tehran: Roshd Publication.
Digman, J. M. (1989). Five robust traits dimensions: Development, stability, and utility.
Journal of Personality, 57(1), 195-214. http://dx.doi.org/10.1111/j.1467-6494.1989.tb00480.x
Digman, J. M., & Inouye, J. (1986). Further specification of the five robust factors of
personality. Journal of Personality and Social Psychology, 50,116-123.
http://dx.doi.org/10.1037/0022-3514.50.1.116
Ehrman, M., & Oxford, R. L. (1990). Adult language learning styles and strategies in an
intensive training setting. The Modern Language Journal, 74(3), 311-327.


ISSN 1948-5425
2011, Vol. 3, No. 1: E32

Ehrman, M.E., Leaver, B. L., & Oxford, R. L. (2003). A brief overview of individual
differences in second language learning. System, 31, 313-330.
http://dx.doi.org/10.1016/S0346-251X(03)00045-9
Ellis, R. (1985). Understanding second language acquisition. Oxford: Oxford University
Press.
Ellis, R. (1994).The study of second language acquisition. Oxford: Oxford University Press.
Ely, C. M. (1986). An analysis of discomfort, risk taking, sociability, and motivation in the L2
classroom. Language Learning, 36(1), 1-25.
http://dx.doi.org/10.1111/j.1467-1770.1986.tb00366.x
Fathi-Ashtiani, A. (2009). Psychological tests: Personality and mental health. Tehran: Be’sat
Publication Institute.
Foster, J. J. (1998). Data analysis using SPSS for window: A beginner’s guide. Thousand,
Oaks, California: Sage Publications.
Gass, S., & Selinker, L. (1994). Second language acquisition: An introductory course.
Hillsdale, NJ: Lawrence Erlbaum.
Ghiasvand, A. (2008). Application of statistics and SPSS in data analysis. Tehran: Lovieh
publication.
Goldberg, L. R. (1981). Language and individual differences: The search for universals in
personality lexicons. In L. Wheeler(Ed.), Review of personality and social psychology( Vol.2,
pp.141-165). Beverrly Hills, CA: Sage.
Goldberg, L. R. (1990). An alternative description of personality: The big five factor structure.
Journal of Personality and Social Psychology, 59, 1216-1229.
http://dx.doi.org/10.1037/0022-3514.59.6.1216
Golkar, M., & Yamini, M. (2007). Vocabulary, proficiency and reading comprehension. The
Reading Matrix, 7(3), 88-112.
Gould, S. J. (1981). The mismeasure of man. New York: Norton.
Grainger, P. R. (1997). Language-learning strategies for learners of Japanese: investigating
ethnicity. Foreign Language Annals, 30(3), 378-385.
Green, J. M., & Oxford, R. L. (1995). A closer look at learning strategies, L2 proficiency, and
gender. TESOL Quarterly, 29(2), 261-297. http://dx.doi.org/10.2307/3587625
Griffiths, C. (2002). Using reading as a strategy for teaching and learning language. Paper
presented at the International Conference on First and Second Literacy Strategies (College
Park, MD, November 1-2, 2002). [Online] Available:
http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1b/50/
aa.pdf (March 20, 2010)


ISSN 1948-5425
2011, Vol. 3, No. 1: E32

Griffiths, C. (2004). Language learning strategies: Theory and research. Occasional Paper (1).
[Online] Available: http://www.crie.org.nz/research_paper/c_griffiths_op1.pdf (March 12,
2010)
Gu, P. Y., Wen, Q., & Wu, D. (1995). How often is Often? Reference ambiguities of the
likert-scale in language learning strategy research. Occasional Papers in English Language
Teaching vol.5. ELT Unit, Chinese University of Hong Kong, 19-35.
Hinkin, T. R. (1998). A brief tutorial on the development of measures for use in survey
questionnaires. Organizational Research Methods, 1(1), 104-121.
http://dx.doi.org/10.1177/109442819800100106
Hsiao, T-Y., & Oxford, R. L. (2002). Comparing theories of language learning strategies: A
confirmatory factor analysis. Modern Language Journal, 86(3), 368-383.
http://dx.doi.org/10.1111/1540-4781.00155
John, O. P. (1990). The big five factor taxonomy: dimensions of personality in the nature
language and in the questionnaire. In L.A. Pervin(Ed.), Handbook of personality: Theory and
research (pp.66-100). New York: Guilford Press.
John, O. P., & Srivastava, S. (1999). The big five taxonomy: History, measurement and
theoretical perspectives. In L.A. Pervin & O. P. John(Eds.), Handbook of personality: Theory
and research. New York: Guilford. [Online] Available:
http://pages.uoregon.edu/sanjay/pubs/bigfive.pdf (March 16, 2010)
Liadra, K., Pullmann, H., & Allik, J.(2006). Personality and intelligence as predictors of
academic achievement: A cross-sectional study from elementary to secondary school.
Personality and Individual Differences, xxx, 1-11.
Maleske, R. T. (1995). Foundations for gathering and interpreting behavior data. Pacific
Grove, C. A: Brooks/Cole Publishing Company.
Marti'nez, I. M. P. (1996). The importance of language learning strategies in foreign language
teaching. Cuadernos de Filologia Inglesa, 5(1), 103-120. [Online] Available:
http://dialnet.unirioja.es/servlet/fichero_articulo?codigo=1325566&orden=0 (March 16,
2010)
Matthews, B. M. (2000). The Chinese value survey: An interpretation of value scales and
consideration of some preliminary results. International Educational Journal, 11(2), 117-126.
McCare, R.R., & Costa, P.T. Jr. (1985). Updating Norman’s adequate taxonomy: Intelligence
and personality dimensions in natural language and in questionnaires. Journal of Personality
and Psychology, 49,710-721. http://dx.doi.org/10.1037/0022-3514.49.3.710
McCare, R.R., & John, O. P. (1992). An introduction to the Five-Factor Model and its
application. Journal of Personality, 60(2), 175-215.
Moemeni, M. (2007). Statistical analysis with SPSS. Tehran: Ketab neo Publication.


ISSN 1948-5425
2011, Vol. 3, No. 1: E32

Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory (3rd ed.). New York:
McGraw-Hill.
Nyikos, M., & Oxford, R. L. (1993). A factor analytic study of language learning strategy use:
Interpretations from information-processing theory and social psychology. Modern Language
Journal, 77, 11-22.
O'Malley, J. M., & Chamot, A. U. (1990). Learning Strategies in Second Language
Acquisition. Cambridge : Cambridge University Press.
O'Mally, J. M., Chamot, A. U., Stewner-Manzanares, G., Kupper, L., & Russo, R. P. (1985).
Learning strategies used by beginning and intermediate ESL students. Language Learning,
35(1), 21-46. http://dx.doi.org/10.1111/j.1467-1770.1985.tb01013.x
Oxford, R. L. (1990). Language learning strategies: What every teacher should know.
Boston :Heinle & Heinle.
Oxford, R. L. (1994).Language learning strategies: An update. Online Resources: Digest.
[Online] Available: http://www.cal.org/resources/digest/oxford01.html (March 08, 2010)
Oxford, R. L. (1996). Employing a questionnaire to assess the use of language learning
strategies. Applied Language Learning, 7(1& 2), 25-45.
Oxford, R. L., & Nyikos, M. (1989). Variables affecting choice of language learning
strategies by university students. Modern Language Journal, 73(3), 291-300.
Oxford, R. L., & Burry-Stock, J. (1995). Assessing the use of language learning strategies
worldwide with the ESL/EFL version of the Strategy Inventory for Language Learning
(SILL). System, 23(1), 1-23. http://dx.doi.org/10.1016/0346-251X(94)00047-A
Oxford, R. L., & Ehrman, M. (1995). Adult’s language learning strategies in an intensive
foreign language program in the United States. System, 23(3), 359-386.
http://dx.doi.org/10.1016/0346-251X(95)00023-D
Oyesoji, A. A. (2009). Measured influence of big-five factor and gender as correlates of
academic self-efficacy of educationally distressed adolescents in Ibadan, Nigeria. The African
Symposium: An Online Journal of African Educational Research Network, 9(2), 20-28.
Park, G. (1997). Language learning strategies and English proficiency in Korean university
students. Foreign Language Annals, 30,211-221.
Paunonen, S. V., & O’Connor, M. C.(2007). Big Five personality predictors of
post-secondary academic performance. Personality and Individual Differences, 43,971-990.
http://dx.doi.org/10.1016/j.paid.2007.03.017
Reiss, M.A. (1983). Helping the unsuccessful language learner. Canadian Modern Language
Review, 39(2), 257-266.
Riazi, A.M. (1999). A dictionary of research methods: Quantitative and qualitative. Tehran:


ISSN 1948-5425
2011, Vol. 3, No. 1: E32

Rahnama Publications.
Saucier, G., & Goldberg, L. R. (1996). Evidence for the Big Five in analyses of familiar
English personality adjectives. European Journal of Personality, 7, 1-17.
Schwartz, S. H., Malech, G., Lehmann, A., Burgess, S., Harris, M., & Owens, V. (2001).
Extending the cross-cultural validity of the theory of basic human values with a different
method of measurement. Journal of Cross-Cultural Psychology, 32(5), 519-542.
http://dx.doi.org/10.1177/0022022101032005001
Sharp, A. (2008). Personality and second language learning. Asian Social Science, 4(11),
17-25.
Shokri, O., Kadivar, P., Valizadeh, F., & Sangari, A. K. (2007). Role of personality traits and
learning approaches on a academic achievements of university students. Psychological
Research, 9(3&4), 65-84.
Smart, J.C. (1970). Underachievers and overachievers in intermediate French. Modern
Language Journal, 54(6), 415-420.
Strong, M. (1983). Social styles and the second language acquisition of Spanish speaking
kindergartners. TEOSL-Quarterly, 17(2), 241-258. http://dx.doi.org/10.2307/3586652
Szu-Hsin, Y., Ting-Hui Y., & Tzu-Ying, W. (2006). Language learning strategy use of applied
foreign language students in Si-Hu senior high school. [Online] Available:
http://www.shs.edu.tw/works/essay/2007/03/2007032815370457.pdf (March 15, 2010)
Yang, M. N. (2007). Language learning strategies for junior college students in Taiwan:
investigating ethnicity and proficiency. Asian EFL Journal, 9(2), 35-57. [Online] Available:
http://www.asian-efl-journal.com/June_07_mny.php (March 11, 2010)
Author
Seyed Hossein Fazeli is pursuing his Ph.D. program in linguistics. He has received his M.A.
degree in linguistics. His interest includes Language Learning Strategies. Currently he is as a
lecturer at Islamic Azad University, Abadan Branch, Iran.


The relationship between the neuroticism trait and use of the english language learning strategies

More Related Content

What's hot (20)

Similar to The relationship between the neuroticism trait and use of the english language learning strategies (20)

More from Dr. Seyed Hossein Fazeli (13)

Recently uploaded (20)

The relationship between the neuroticism trait and use of the english language learning strategies