Influence of Personality and Learning Styles in English Language Achievement

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DOI: 10.4236/jss.2019.78022    1,485 Downloads   9,022 Views  Citations
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ABSTRACT

Reconnoitering the factors that may impact the academic achievement of learners is relevant for instructional scientists. The absence of knowledge of this likely connection with teachers and learners can lead to discouragement of the further perseverance of language learners. The present study seeks to define the prevalence of personality types and learning styles in Bangladeshi context as well as to address the impact of traits and styles on the samples (N = 676). A cross-sectional quantitative research design was used for this study and self-reported BFI questionnaire, VARK questionnaire and an achievement test were used for collecting relevant data. Analysis of data shows that Agreeable is the most dominant trait for both boys and girls. Again, boys prefer multiple learning styles (multimodal) whereas girls prefer Auditory. In this study, some demographic factors, personality traits and learning styles of the learners were discovered to have an important connection with GPA. Study results indicate that there is a statistically significant association between Multimodal and academic achievement. At the same time, the relationship between the trait extraversion and EFL learners, English language achievement is also found statistically significant. The results of the research questions are highly expected to offer educators some idea of amending the country’s state of affairs in terms of EFL teaching and learning not just in Bangladesh but in other non-English nations as well. Further study can be done in exploring the learning styles and personality traits of the teachers as it is observed in previous studies that these are significantly related to the academic excellence.

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Faisal, R. (2019) Influence of Personality and Learning Styles in English Language Achievement. Open Journal of Social Sciences, 7, 304-324. doi: 10.4236/jss.2019.78022.
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