iranian journal of applied language studies -...

VocabularyLearningStrategiesUsedbyExtrovertedandIntrovertedIranianEFLStudents

AbdullahSarani AliAsgharRostamiAbusaeediUniversityofSistanandBaluchestan,Iran ShahidBahonarUniversityofKerman,Iran

[email protected] [email protected]

MansoorehVahedAhmadianUniversityofSistanandBaluchestan,Iran

[email protected]

AbstractThe present study is a research which explores the relationship betweenintroversion/extroversion and the use of vocabulary learning strategies. Theparticipantswere 80male and femaleEFL studentsofUniversityofSistan andBaluchestanwhohadstudiedEFLattheuniversityforatleasttwoyearsandwererandomlyselected.TheparticipantswereselectedafterexcludingthosewhogotLscoresofabove4 or5 fromtheEPIpersonalityinventory.Theywerethendividedinto two groups of introverts and extroverts based on the Eysenck PersonalityInventory (EPI).The independentsample t-testwas run toexamine if there isasignificant relationship between the students’ personality type (intro/extra) andtheiruseofvocabularylearningstrategies.Itwasfoundthatthereisnodifferencebetween introverts and extroverts in the overall use of vocabulary learningstrategies as well as in the use of cognitive, memory, and social strategies.However,a significantdifferencewasfoundbetweenthesetwogroups intheuseof determination strategies. It was also found that of the four categories,determination strategies were the most frequently used category by all theparticipants. The results also revealed that extroverts used vocabulary learningstrategiesmorefrequentlythantheirintrovertedcounterparts.

Keywords: Introversion,Extroversion,VocabularyLearningStrategies (VLSs),EFLLearners,EysenckPersonalityInventory(EPI)

Received:February2010; Accepted:January2011

IranianJournalofAppliedLanguageStudies,Vol3,No2,2011

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1. Introduction

Vocabularyisconsideredasa centralpartoflearninga secondlanguage(Lotfi,2007).TolearnEnglishasa secondorforeignlanguage,oneneedstoacquirealarge portion of vocabulary (Pawley& Syder, 1983; cited inRanalli, 2003).Accordingly,therehavebeennumerousapproachesandmethodsintroducedinthis field (Hatch& Brown, 1995; cited inLotfi, 2007).Teaching vocabularyshould not be thought of as teaching specific words. Rather, it should beachieved through using different strategies (Hulstjin, 1993; cited in Lotfi,2007).A learningstrategy isa seriesofactionsusedby learners tohelp themacquire a task more easily (Gu, 2003). Vocabulary learning strategies areconsidered as one part of language learning strategies (Nation, 2001).Languagelearningstrategiesencourageself-directionforlearnersinwhichthestudentsmakeuseofthestrategiestheyneedmost(Lotfi,2007).

1.1. Research into Learning Words in Context vs. LearningWordsOutofContext

Thereare twomainapproaches to learningvocabulary ina second language:learningwords in contextand learningwordsoutof context.Many languageprofessionalsbelieveinthesuperiorityofcontextualizedvocabularylearningtolearning words in lists (Nielson, 2003). According to Oxford and Scarcella(1994; cited in Nielsen, 2003), while decontexutalized learning may helpstudentsmemorize vocabulary for tests, students are likely to rapidly forgetwordsmemorizedfromlists.Thereisampleevidencetochildren’sacquisitionofa greatdealof theirL1vocabulary through listeningand incontext(Nagy,Anderson, & Herman, 1987; Nagy & Herman, 1987; Nagy, Herman, &Anderson,1985;citedinGu,2003).However,learningwordsincontextseems

VocabularyLearningStrategiesUsed…

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tobea strategyusefulforthoselearnerswhoarealreadyatadvancedlevelsofsecondlanguageacquisition(Gu,2003).

The studies done in this field seem to be in favor of decontextualizedvocabulary learning at the early stages of learning a second language andadvocating context-based vocabulary learningat thenext stages (e.g.,Coady,1997b; Meara, 1997; Nation & Newton, 1997; cited in Nielson, 2003).According to Parry (1991, 1993, 1997; cited inGu, 2003) a combination ofincidentaland intentional learningofvocabulary isrequired in theprocessofsecondlanguageacquisition.

1.2.TaxonomiesofVocabularyLearningStrategies

SecondandforeignlanguageresearchershavemadedifferentclassificationsofvocabularylearningamongwhichwecanrefertothetaxonomiesproposedbyGu and Johnson (1996; cited in Lotfi, 2007), andNation (2001) which arebrieflydiscussedbelowand thatofSchmitt (1977;cited inLotfi,2007)whichwill be discussed in more detail since it is the one based on which thequestionnaireusedinthisstudyhasbeendesigned.

Gu and Johnson list (1996; cited in Lotfi, 2007) second languagevocabulary learning strategies as metacognitive, cognitive, memory andactivationstrategies.Metacognitivestrategiesconsistofselectiveattentionandself-initiation strategies.Cognitive strategiesentailguessing strategies,useofdictionaries and note-taking strategies.Memory strategies are classified intorehearsal and encoding categories. And activation strategies are thosestrategieswhichhelpthelearnerusenewwordsindifferentcontexts.

Thestrategies inNation’s taxonomy(Nation,2001)aredivided into threegeneral classes of ‘planning’, ‘source’ and ‘processes’. Planning involvesdeciding onwhere, how and howoften to focus attentionon the vocabulary


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item.Sourceconcernsgettinginformationabouttheword.Andfinallyprocessincludes establishing word knowledge through noticing, retrieving andgeneratingstrategies.

According to Schmitt, vocabulary leaning strategies are categorized intotwo groups: The ones to determine the meaning of new words whenencountered for the first time which consist of determination and socialstrategies,andtheonestoconsolidatemeaningwhenencounteredagainwhichconsistofcognitive,metacognitive,memoryandsocialstrategies(p.205;citedinLotfi,2007).Indeterminationstrategies,learnersusetheguessingtechniquetodiscoverthemeaningofthewordsinthecontext.Insocialstrategieslearnersask forothers’help todiscover themeaningof thenewwords.Learnersalsoneedtousea varietyofsocial,memory,cognitiveandmetacognitivestrategiesto consolidate their vocabulary knowledge.An instance of the use of socialstrategies for consolidating is cooperative group learning through whichlearners practice themeaning of new words in a group.Memory strategiesinvolverelatingthewordwithsomepreviouslylearnedknowledge.Incognitivestrategies learners try to learn the new words through repetition and usingmechanicalmeans such asword lists, flash cards,and vocabularynotebooks.Finally, through the use of metacognitive strategies learners control andevaluatetheirownlearning(Schmitt,p.216;citedinLotfi,2007).

1.3.FactorsInfluencingtheUseofVocabularyLearningStrategies

There are a lot of factors which influence the use of vocabulary learningstrategiesbylearnerssomeofwhichwearegoingtodiscussbelow.

In one study done byRiazi, Sadighi, andZare (2005) it turned out thattherewasa positiverelationshipbetweenstudents’proficiency leveland theiruse of vocabulary learning strategies, especially those strategies that were


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cognitivelydeeper.Age isalsoanother factoraffectingstudents’useofvocabulary learning

strategies.InonestudybyRiazi,Sadighi,andZare(2005)itwasfoundthatas the age of the students increased, their use of cognitive strategiesincreasedaswell.

Gender isalsoa factoraffecting the learners’ choice vocabulary learningstrategies (Uster, 2008). In one study conducted byGoh and Foong (1997;cited inUster,2008), it was seen that female students tended to usestrategies more frequently than males, especially in determination andaffective strategies.Inanotherstudy,Uster(2008) femaleswere found tousedetermination, social, and cognitive strategies more than males while malesreported to use memory strategiesmore than females. Females alsomademoreuseofvocabularylearningstrategies.

1.4.AffectiveFactors

Affective factors play a larger role than cognitive factors in developingsecond/foreign language skills. Students’ willingness toward learningdeterminestheamounttheylearn(Chastain,1988;citedinRazmjoo& Shaban,2008).

Sofarmanystudieshavebeendoneonthedifferencesbetween introvertsand extroverts in learning a second language.Great differences have beenfoundbetweenthesetwopersonalitytypesinlearningESLwhicharegoingtobediscussedindetailhere.Firstwewillprovidea definitionofextrovertsandintrovertsingeneralandthenwewilldiscussthedifferencesbetweenthesetwogroupsinlearninga secondlanguage.


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1.4.1.Introversion/Extroversion

Extroverts tend to interact with people and enjoy group work (Oxford &Anderson, 1995; cited inRazmjoo& Shaban, 2008). They get energy fromother people and are usually the ones who never want to leave the party(Adamopoulas,2004).

On the other hand, introverts tend to spend their time alone and enjoygroupactivitieswitha few intimate friends. Introvertedpersonality typesareknown to be more cautious, conservative and serious than extroverts(Adamopoulas,2004).

The following table which is adapted from Widdoson (1979; cited inRazmjoo & Shaban, 2008) shows the differences between introverts andextroverts.

Criteria Extroversion IntroversionGeneral Sociable QuietAttitudetopeople Hasmanyfriends Doesn’t make friends easily.

PrefersbookstofriendsAttitudetostudy Dislikesstudyingbyhimself LikesstudyingbyhimselfDecisionmaking Makes quick decisions and

takeschancesPlansthingscarefullyinadvance

1.4.2.TheDifferencesbetweenExtrovertsandIntrovertsinLearninga SecondLanguage

Basedonthestudies,introversionorextroversionhasnosignificantimpactonsecondlanguagelearningintheclassroom(Adamopoulas,2004).Accordingtoa studydonebyWakamoto(2000,citedinAdamopolas,2004)itwasfoundthatunliketheir introvertedcounterparts,extrovertswillaskforclarificationmore


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readily, thus receiving the input essential for developing an interlanguage(Adamopolas,2004).

Studiesshowthatthereisa highcorrelationbetweenextroversionandoralproficiency as extroverts talkmore, louder andmore repetitively.They havehigherspeechrates,shortersilences,a higherverbaloutput,a lowertyperatioanda lessformallanguagewhileintrovertsusea broadervocabulary(Scherer,1979; Furnham, 1990;Gill& Ovberlander 2002; cited inMairesse,Walker,Mehl,& Moor, 2007).Extroverts alsousemorepositive emotionwords andshowmoreagreementandcompliments than introverts(Pennebaker& King,1999;citedinMairesse,Walker,Mehl,&Moor,2007).

While introverts prefer tasks in which they are assigned to memorizevocabularyanddealwithgrammaticalstructures,extrovertsseemtobeinfavorofcommunicative language learningtasks(Adamopoulas,2004).Extraversionisalsosignificantlycorrelatedwithcontextualitywhichisbasedonhighrelianceonsharedknowledgebetweenconversationalpartners,asopposedtoformality(Heylighen&Dewaele,2002;citedinMairesse,Walker,Mehl,&Moor,2007).

However,nosignificantdifferencehasbeenfoundbetweenextrovertsandintrovertsintermsofachievementinsecondlanguageacquisitioninclassroomenvironments. In fact, introverts seem to be better than their extrovertedcounterpartsinclassroomlearning(Adamopolas,2004).

It isnotclear then, thatextroversionor introversionhelpsorhinders theprocessof second language acquisition (Brown,1941). Inone studydonebyBusch (1982; cited inBrown, 1941) introvertswere significantly better thanextrovertsintheirpronunciation.However,extroversionhasturnedouttobeafactor in the development of general oral communicative competence(Dewaele& Furnham,1998;citedinBrown,1941),whichrequiresfacetofaceinteraction,butnotinlistening,readingandwriting(Brown,1941).


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1.5.StatementoftheProblem

Basedonthestudiesdoneonthefieldofforeignlanguagelearning,introvertedlearners use strategies which are different from those employed by theirextrovertedcounterparts.However,noparticularresearchhaseverbeendoneontheuseofvocabulary learningstrategiesbyextrovertsand introverts.Thusthisstudyaimsatinvestigatingthepossibledifferencebetweenintrovertedandextroverted studentsand theuseof vocabulary learning strategiesby IranianEFLstudentscurrentlystudyingattheUniversityofSistanandBaluchestan.

1.6.ObjectivesoftheStudy

Thisstudylooksintotherolepersonalitytraitsofintroversion/extroversionplayin the use of vocabulary learning strategies by Iranian EFL learners ofUniversityofSistanandBaluchestan.Thefollowingaretheobjectivesthestudylooksfor:

The first objective is to find the most frequently used category ofvocabularylearningstrategiesbyIranianEFLlearnersstudyingatUniversityofSistanandBaluchestan.

The second objective is to find out if there is a significant differencebetweenintroversion/extroversionandtheuseofvocabularylearningstrategiesbyIranianEFLlearnersstudyingatUniversityofSistanandBaluchestan.

1.7.ResearchQuestions

Regarding the objectives of the study the following research questions areproposed:1. Whatisthemostfrequentlyusedcategoryofvocabularylearningstrategies

byIranianEFLstudents?


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2. Is there a significant difference between Iranian EFL extroverted andintrovertedlearnersintheuseofvocabularylearningstrategies?

1.8.SignificanceoftheStudy

Ithasalwaysbeenassumedthatpersonalityplaysanimportantroleinlearninga second language.Many studieshavebeendoneon thedifferencebetweenextrovertsand introverts in theuseof language learning strategies.However,noparticularresearchhasbeendoneonthedifferencebetweenextrovertsandintroverts intheuseofvocabulary learningstrategies.Thus,thepresentstudyfinds significance as it seeks to find out if learners’ personality trait ofextroversion/introversionaffectstheiruseofvocabulary learningstrategies.Inthisperspective,therefore,theresultsofthepresentstudycanshedmorelightonacademic improvementofsecond language learners.The findingscanalsohelpparentsdevelopcertainpersonalityskillsintheirchildreninordertohelpthemlearna secondlanguagebetter.

2.Methodology

Thissectionintroducestheparticipants,researchinstrumentsanddataanalysismethodsusedintheresearchstudy.

2.1.Participants

Eighty studentsmajoring inEFL fromUniversity of Sistan andBaluchestanwho had studiedEFL for at least 4 years in high school and 2 years at theuniversity participated in this study. The participants were selected afterexcludingthosewhogotL scoresofabove4 or5 fromtheEysenckPersonality


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Inventory.Therewerebothmaleandfemalestudentswithintherangeof20to25yearsofage.

2.2.Instruments

Theinstrumentsmadeuseofareasfollows:1.EysenckPersonalityInventory(EPI)whichisa scaleincluding57questions

tomeasure the individual’s impulsivity and sociability. It is applicable toparticipantsover16yearsofage(Razmjoo& Shaban,2008).AccordingtoAzarkhosh (2000, pp. 151-159; cited in Razmjoo& Shaban, 2008), in aresearch carried out byMohammady (1998; cited inRazmjoo& Shaban,2008), concerning the validation of the abridged form of theEPI (the 57itemone),thedistributionofthescoresforthethreecriteriawasreportedtobenormal.

2. The vocabulary learning strategy questionnaire which was adapted from(Cheung,2004;citedinHongLip,2009)andbasedon(Schmitt’s2004;citedin Hong Lip, 2009) taxonomy of VLS. It included the following: fivestatements on cognitive strategies (COG), ten statements on memorystrategies(MEM),ninestatementsondeterminationstrategies(DET)andthree social strategies (SOC) in vocabulary learning. The selections ofvocabulary learning strategies were measured by 5-point Likert scales(1=Neverto5=Always)

2.3.DataCollectionandProcedure

Togatherdata, studentsweregiven theEysenckPersonality Inventory (IPI).Clear instructions were provided and the students were requested to giveutmost careandattentionwhilebeingas impulsive inperforming the taskas


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possible.Ittookeventhemostreflectiveones15minutestocompletetheEPI.Atthesametimetheywerealsogivena VLSquestionnaireaccordingtowhichtheywereasked tomark thevocabulary learningstrategiesbasedon5-pointsLikertscales(1=Neverto5=Always).Itdidn’ttakethesubjectsmorethan15minutes to complete thequestionnaire.Based on the results of theEysenckPersonalityInventory,theparticipantsweredividedintwogroupsofintroverts(30participants)andextroverts(50participants).

Descriptive statistics including means and standard deviations werecomputed to summarize the students’ responses to theEysenck PersonalityInventory and vocabulary learning strategy questionnaire items to examinetheirpersonalitytypeinregardwithintroversion/extroversionandtheiruseofvocabulary learning strategies. The independent sample t-test was alsoconducted to examine if there was a significant relationship between thestudents’ personality type (intro/extra) and their use of vocabulary learningstrategies.

3.ResultsandFindings

Thissectionwillreportontheresultsoftheanalysisofthetwoquestionnairesandattemptstoanswerthetworesearchquestionssetoutabove.

3.1.OverallUseofVocabularyLearningStrategies

Table1 showsthemeansandstandarddeviationsofoveralluseofvocabularylearningstrategiesinalltheparticipantsaswellasinintrovertsandextroverts.


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Table1.OverallUseofVocabularyLearningStrategiesN Mean Std.Deviation

Allsubjects 80 3.3167 0.44514Extroverts 50 3.3844 .37405Introverts 30 3.2037 .53129

According to table 1, themeanof theoveralluseof vocabulary learningstrategiesbyalltheparticipants,regardlessofintroversionorextroversion,wasfoundtobe3.31.Basedonthefindingsofthistable,themeansoftheoveralluseofvocabularylearningstrategiesbyintrovertsandextrovertswerefoundtobe3.20and3.38respectively, implying the fact thatextrovertsusevocabularylearningstrategiesmorefrequentlythantheirintrovertedcounterparts.

3.2.FrequencyoftheUseofVocabularyLearningStrategiesinAlltheParticipants

Table2 shows the meansand standard deviationsof the fourcategoriesofvocabularylearningstrategies, as rated bythe participants.

Table2.FrequencyoftheUseoftheFourCategoriesofVocabularyLearningStrategiesAmongAlltheParticipants(N=80)

Std.DeviationMeanStrategy0.658493.1825Cognitive0.553693.2225Memory0.540933.5236Determination0.884943.2333Social

Based on the findings of table 2, the mean of the participants’ use ofdeterminationstrategieswasfoundtobe3.52whichislargerthanthemeanofthethreeothercategories,thusimplyingthefactthattheyuseddetermination


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strategiesmorefrequentlythantheotherones.Italsoshowsthatthemeanofthe participants’ use of cognitive strategies was found to be 3.18, which issmallerthanthemeansofthethreeothercategories,implyingthefactthattheyusedcognitivestrategieslessfrequentlythantheotherones.

3.3.FrequencyoftheUseofVocabularyLearningStrategies inExtroverts

Table 3 shows themeans and standard deviations of the four categories ofvocabularylearningstrategies,asratedbytheextrovertedlearners.

Table3.RankOrderoftheFourCategoriesofVocabularyLearningStrategiesAmongtheExtroverts(N=50)

Std.DeviationMeanStrategy.617423.1960Cognitive.474843.2940Memory.491523.6311Determination.899213.2600Social

According to table 3, determination strategies (mean= 3.63; SD=0.49)are determined as the most frequently used strategies by the extrovertedlearners followed bymemory (mean=3.29; SD=0.47), and social strategies(mean: 3.26; SD=0.89) respectively. Furthermore, cognitive strategies aredetermined as the least frequently used strategies by extroverts withmeanscoreof3.19andstandarddeviationof0.61.


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3.4.FrequencyoftheUseofVocabularyLearningStrategies inIntroverts

Table 4 shows themeans and standard deviations of the four categories ofvocabularylearningstrategies,asratedbytheintrovertedlearners.

Table4.RankOrderoftheFourCategoriesofVocabularyLearningStrategiesAmongtheIntroverts(N=30)

Std.DeviationMeanStrategy.732313.1600Cognitive.656263.1033Memory.579453.3444Determination.873993.1889Social

According to table 4, determination strategies (mean= 3.34; SD=0.57)are determined as the most frequently used strategies by the introvertedlearners followedby social (mean=3.18;SD=0.87),and cognitive strategies(mean: 3.16; SD=0.73) respectively. Furthermore, memory strategies aredetermined as the least frequently used strategies by introverts with meanscoreof3.10andstandarddeviationof0.65.

3.5.SampleT-testforIntroversion/ExtroversionandtheOverallUseofVocabularyLearningStrategies

Inordertoinvestigatetherelationshipbetweentheparticipants’overalluseofvocabularylearningstrategiesandtheirpersonalitytraits,themeanscoreoftheoveralluseofvocabulary learning strategiesamong introvertsandextroverts,being 3.20 and 3.38 respectively, is calculated. Then, the significance of thedifferenceobservedbetweenthemeansisinvestigatedthroughtheapplicationof the independent sample t-test.As represented in table 5, the computed


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significancetocomparethemeanscoreofthetwopersonalitytraitsequalsto0.079.Thismagnitude ismuch greater than the significance level set for thestudy(0.05).Thissuggeststhefactthatthereisnostatisticaldifferencebetweenthe twogroupsconcerning theiroveralluseofvocabulary learning strategies.Thus,itcanbeconcludedthatbothgroupsareatthesamelevelintheoveralluseofvocabularylearningstrategies.

Table5.TheIndependentSampleT-testforIntroversion/ExtroversionandtheOverallUseofVocabularyLearningStrategies

Variables N Mean Std.Deviation t Sig.Introversion 30 3.2037 .53129 -1.782 .079Extroversion 50 3.3844 .37405

*Significantat.05

3.6.SampleT-testforIntroversion/ExtroversionandtheUseofCognitiveVocabularyLearningStrategies

In order for the study to find out if there was any difference betweenintrovertedandextrovertedEFL learnersstudyingatUniversityofSistanandBaluchestan, the mean score of the use of cognitive vocabulary learningstrategies among introverts and extroverts, being 3.16 and 3.19 respectively,were compared through the use of the independent sample t-test.. Table 6displays that the significance computed by the t-test analysis is 0.815. Thismagnitude ismuchgreater than thesignificance levelset for thestudy(0.05).This suggests the fact that there is no statistical difference between the twogroupsconcerningtheiruseofcognitivevocabularylearningstrategies.Thus,itcanbeconcludedthatbothgroupsareatthesamelevelintheuseofcognitivevocabularylearningstrategies.


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Table6.TheIndependentSampleT-testforIntroversion/ExtroversionandtheUseofCognitiveVocabularyLearningStrategies

Variables N Mean Std.Deviation t Sig.Introversion 30 3.1600 0.73231 -.235 0.815Extroversion 50 3.1960 0.61742

*Significantat.05

3.7.SampleT-testforIntroversion/ExtroversionandtheUseofDeterminationVocabularyLearningStrategies

In order for the study to find out if there was any difference betweenintroverted and extroverted EFL learners, the mean score of the use ofdeterminationvocabulary learningstrategiesamong introvertsandextroverts,being 3.34 and 3.63 respectively, were compared through the use of theindependentsample t-test.Asshown in table7, thesignificancecomputedbythet-testanalysisis0.021,whichislowerthan0.05(thesignificancelevelsetforthisstudy).Thissuggeststhefactthatthereisa significantdifferencebetweenintroverts and extroverts in the use of determination vocabulary learningstrategies.

Table7.TheIndependentSampleT-testforIntroversion/ExtroversionandtheUseofDeterminationVocabularyLearningStrategies

Variables N Mean Std.Deviation t Sig.Introversion 30 3.3444 0.57945 -2.360 0.021Extroversion 50 3.6311 0.49152

*Significantat.05


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3.8.SampleT-testforIntroversion/ExtroversionandtheUseofMemoryVocabularyLearningStrategies

In order to investigate the relationship between the participants’ use ofmemory vocabulary learning strategies and their personality traits, themeanscoreofthememoryuseofvocabularylearningstrategiesamongintrovertsandextroverts, being 3.10 and 3.29 respectively, was calculated. Then, thesignificance of the difference observed between themeans was investigatedthroughtheapplicationoftheindependentsamplet-test.Accordingtotable8,the computed significance to compare themean scoreof the twopersonalitytraitsequals to0.137which ismuchgreater than thesignificance levelset forthe study (0.05).This suggests the fact that there is no statistical differencebetween the twogroupsconcerning theiruseofmemoryvocabulary learningstrategies.Thus,itcanbeconcludedthatbothgroupsusememoryvocabularylearningstrategiesinthesameway.

Table8.TheIndependentSampleT-testforIntroversion/ExtroversionandtheUseofMemoryVocabularyLearningStrategies

Variables N Mean Std.Deviation t Sig.Introversion 30 3.1033 0.65626 -1.503 0.137Extroversion 50 3.2940 0.47484

*Significantat.05

3.9.SampleT-testforIntroversion/ExtroversionandtheUseofSocialVocabularyLearningStrategies

In order for the study to find out if there was any difference betweenintrovertedandextrovertedEFL learners,themeanscoreoftheuseofsocialvocabularylearningstrategiesamongintrovertsandextroverts,being3.18and


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3.26respectively,werecomparedthroughtheuseoftheindependentsamplet-test.Table 9 displays that the significance computed by the t-test analysis is0.730.Thismagnitude ismuch greater than the significance level set for thestudy(0.05).Thissuggeststhefactthatthereisnostatisticaldifferencebetweenthe two groups concerning their use of social vocabulary learning strategies.Thus, itcanbeconcludedthatbothgroupsareatthesame level intheuseofsocialvocabularylearningstrategies.

Table9.TheIndependentSampleT-testforIntroversion/ExtroversionandtheUseofSocialVocabularyLearningStrategies

Variables N Mean Std.Deviation t Sig.Introversion 30 3.1889 0.87399 -.346 0.730Extroversion 50 3.2600 0.89921

*Significantat.05

4.Conclusion

As seen in the results section, the participants of the study, regardless ofintroversionorextroversion,usuallymadeuseofvocabularylearningstrategiesin learning newwords. Itwas also found that introverts and extroverts usedvocabulary learning strategiesalmostequally.However,extrovertsused thesestrategiesmorefrequentlythantheirintrovertedcounterparts.

Determination strategies were found to be the most frequently usedstrategiesbytheparticipants.Ontheotherhand,cognitivestrategieswereusedlessfrequentlythantheothercategories.

It was also found out that determination strategies were used mostfrequentlybyextroverts.Italso turnedout thatextrovertsusememory,socialandcognitivestrategiesinthenextranksrespectively.Inthecaseofintroverts,determinationstrategieswerealsousedmore frequently than theother three


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categoriesbythem,astheywereinthecaseofextroverts.Italsoturnedoutthatintroverts use socio, cognitive and memory strategies in the next ranksrespectively.

Basedontheresultsofthestudy,thereisnosignificantdifferencebetweenintroverts and extroverts in the overall use of vocabulary learning strategies.However, extroverts use these strategies a bit more frequently than theirintrovertedcounterparts.

Basedonthefindings,thereisnosignificantdifferencebetweenintrovertsandextrovertsintheuseofcognitivevocabularylearningstrategies.However,the results show that extroverts use these strategies to some extent morefrequentlythantheirintrovertedcounterparts.

It was also found out that there is a significant difference betweenintrovertsandextrovertsintheuseofdeterminationstrategies.Theresultsalsoshowthatextrovertsusethesestrategiesmorefrequentlythantheirintrovertedcounterparts.

No significant differencewas found between introverts and extroverts inthe use ofmemory strategies.However, extroverts have been found to usethesestrategiesmorefrequentlythantheirintrovertedcounterparts.

Andfinally,itwasfoundoutthatthereisnodifferencebetweenintrovertsand extroverts in theuseof social strategies.However, the results show thatextroverts use these strategies more frequently than their introvertedcounterparts.

Based on the findingsmentioned above there is a significant differencebetween introverts and extroverts in the overall use of vocabulary learningstrategies.There isalsonosignificantdifferencebetween thesetwogroups inthe use of the three categories of cognitive,memory and social vocabularylearning strategies. But a significant difference has been found between


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introvertsandextrovertsintheuseofdeterminationstrategies.Basedonthesefindings, it can also be concluded that extroverts use vocabulary learningstrategiesmorefrequentlythantheirintrovertedcounterparts.

The results of this study can help foreign language teachers determinewhich vocabulary learning strategies aremore appropriate for studentswithdifferentpersonalitytraitsofintroversionandextroversion.Furtherresearchisalsorequiredtobedoneontheeffectofextroversion/introversiononlanguageskills such as reading and writing as well as language components such asgrammar.

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Ranalli, J. M. (2003). The treatment of key vocabulary learning strategies incurrentELTcoursebooks:Repetition,resourceuse,recording(Unpublishedmaster’sthesis). Schoolofhumanities,UniversityofBirmingham.

Razmjoo, S. A., & Shaban, M. (2008). On the relationship betweenintroversion/extroversion and grammaticality judgment among the IranianEFLlearners.TheIranianEFLJournalQuarterly, 2, 128-138.

Riazi,A.,Sadighi,F.,& Zare,S.(2005).TheeffectofEFLstudents’L2proficiencyand age on their overall pattern of vocabulary learning strategy use. IJAL,8(2),90-102.

Uster, S. (2008).The role of brain-based gender differences on the vocabularylearningandconsolidationskillsandstrategies(Unpublishedmaster’sthesis).Schoolofsocialsciences,MiddleEastTechnicalUniversity.

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