The purpose of the study was to examine language learning personality traits among English as foreign language (EFL) learners within an EFL instructional context. This study measured learners’ psychological traits reflected in student self-report survey in the form of self-esteem, extrovert/reserved attitudes, context dependent/independent, and sustained/ periodical determination. Teacher interviews were also carried out in order to find out whether their classroom experiences are congruent with students’ perception of their language learning personality traits as well to find out how language learning personality traits affect classroom instruction. In addition, classroom observation was also conducted for data triangulation. The results from the three data sources provided evidence that the majority of student participants have low self-esteem resulting in them being reserved learners. In addition, the participants are highly context-dependent with significant lack of sustained determination in learning EFL. The results of the study imply that instruction could be used as a vehicle to nurture positive learners’ language learning dispositions towards EFL learning.
|Keywords:||Language Attitudes, EFL Instruction, Personality Traits, Language Learning, Self-Esteem|
Doctoral Student, School of Education, Islamic Science University of Malaysia, Kuala Lumpur, Malaysia
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