1. Language learning strategy and
personality variables: Focusing on
extroversion and Introversion
Natsumi Wakamoto
E Presenter: Minyeh Tsai
I Instructor: Dr. Teresa Hsu
Mar. 11, 2013

2. Citation
Wakamoto, N. (2000). Language learning strategy
and personality variables:
Focusing on extroversion and introversion. IRAL:
International Review of Applied Linguistics in
Language Teaching, 38(1), 71-81.
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3. Table of contents
I. Introduction
II. Literature Review
III. Methodology
IV. Results and Discussion
V. Conclusion
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4. Introduction
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5. Introduction
In Japan where English is learned as a foreign
language (EFL), with large classes of forty
students and only one teacher, it's quite difficult
for teachers to take learners' individual factors or
learning strategies into consideration.
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6. Purpose
To determine differences in strategy use between
extroverted learners and introverted learners; that
is to identify the LLS (language learning strategy)
most typically used by extroverted learners and
introverted learners.
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7. Literature review
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8. Literature Review
Extroversion or Introversion is a widely
acknowledged concept, and it seems that one can
judge whether one's own personality is
introverted or extroverted.
(Wakamoto, 2000)
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9. Literature Review
According to Sakano, extroversion and
Introversion coexist in every person, but in a
different ratio and people are judged relatively
extroverted or introverted.
(Sakano, 1990)
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10. Literature Review
Functional practice strategies
Extroverts
Social strategies
Functional practice strategies:
Seeking practice opportunities outside class
Introverts Learning alone
Extroverts prefer Socialstrategies and functional practice
social strategies:
Cooperatingthe other hand, or askingpreferclarification
strategies. On with others introverts for learning alone
best, avoiding social contact and surprise, and thus their
strategies clearly contrast with those of extroverts.
(Ehrman & Oxford, 1990)
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11. Method
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12. Method
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13. MBTI questionnaire
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14. SILL questionnaire
I ask English speakers to correct me when I talk.
(1) never or almost never true of me
(2) usually not true of me
(3) somewhat true of me
(4) usually true of me
(5) always or almost true of me
I practice English with other students.
(1)never or almost never true of me
(2) usually not true of me
(3) somewhat true of me
(4) usually true of me
(5) always or almost true of me 14

15. Results and discussion
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16. Descriptive statistics: MBTI
There are more extroverts than introverts as
far as the informants in this study are
concerned.
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17. Factor analysis for SILL
Factor 113 items (functional practice strategies)
Factor 212 items (strategies for maintaining communication)
Factor 39 items (metacognitive strategies)
Factor 48 items (memory strategies)
Factor 56 items (social-affective strategies)
Factor 62 items (general study strategies) 17

18. Pearson’s correlation coefficients between
extroversion/introversion and six factors
Factor 1 and Factor 5 have a positive significant
correlation with extroversion and no significant
correlation was found with introversion.
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19. T-test for differences between I-Group and E-Group
Table 4 shows that extroverts are using Factor l
and 5 strategies significantly more than
introverts.
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20. Significant correlations: Extroversion/introversion and SILL in the
result of T-tests for differences between I-Group and E-Group
The author found great variance of subjects from
very introverted to very extroverted. 20

21. Discussions
I. We could see the range in the variance of learners'
extroversion and Introversion.
II. We could see the significantly correlated LLS for
extroverts, which are labeled functional practice
strategies and social-affective strategies.
III. With regard to introverts, we could see no preferred
LLS; however, this might have been caused by the
data collection method.
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22. Conclusion
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23. Conclusion
We could see some implications for teaching:
ideas for strategy training and ideas for creating
a low-risk climate in the classroom, using
various modes of learning.
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24. Limitation
In this study, 222 Japanese students majored
in English were presumably high motivation
to learn English; however, the results were be
totally different if the students are in other
fields instead of English major.
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25. woof
woof
Thank you for listening.
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