An Exploration on the Relationship among Learners' Autonomy, Language Learning Strategies and Big-Five Personality Traits

Abstract

The purpose of this study was to investigate the relationship among Big-Five Personality Traits, Language Learning Strategies and learners’ Autonomy. To achieve the goals of study, the researchers selected a group of 150 female and male EFL learners at various branches of universities in Tehran. Participants were required to fill out three questionnaires which were Strategy Inventory for Language Learning (SILL), NEO Five-Factor inventory (NEO-FFI), and Learner Autonomy. The results of this study indicated that there is a significant and positive relationship among these three variables. It can be concluded that EFL learners’ use of language learning strategies can significantly predict their autonomy. Moreover, the results display the relationship between five domains of personality with six language learning strategies and autonomy. On the whole, it was found out that personality types of learners had a significant correlation with degree of autonomy and preference for language learning strategies use. Regarding the findings of the study, the obtained results may help EFL teachers, material developers, and educational policy makers bear in mind that five-factor personality of learners can have a predictive role in fostering autonomy and language learning strategies use.