TITLE:
Influence of Personality and Learning Styles in English Language Achievement
AUTHORS:
Rajib Ahmed Faisal
KEYWORDS:
Personality Trait, Learning Styles, EFL Learners, English Language, Achievement
JOURNAL NAME:
Open Journal of Social Sciences,
Vol.7 No.8,
August
23,
2019
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.