Abstract
<p>With regard to increasing attention to focus on form in English language teaching, there has been a call for an integration of meaning-focused and form-focused instruction in the second language (L2) classroom. In this regard, this study is an attempt to examine the cross-relationship between Big Five personality traits (namely Neuroticism, Extraversion, and Openness to Experience, Agreeableness, and Conscientiousness) and EFL leaners’ preferences for two types of form-focused Instruction (FFI). The data is collected from 236 Iranian male and female who were EFL learners of different language institutes in Tehran, Iran. Participants were supposed to fill out the adopted Persian version of NEO-FFI personality trait inventory and Students’ preferences questionnaire. To substantiate a correlation between participants’ preferences for isolated/integrated FFI and Big Five personality traits, using 16th version of the Statistical Package for Social Sciences (SPSS), the Chi-square analysis was employed. The results indicated a significant relationship (<em>χ</em><sup>2</sup>(4, n=236)=44.99, p=.001). The results are discussed in the light of this general findings and the study also provides some suggestions for future research.</p>
Highlights
English teachers as well as their EFL/ESL learners keep certain beliefs and preferences about the process of mastering English as a new language. Liao & Chiang (2003) assert that these perceptions are often formed and altered based on their previous learning experiences and their cultural background and influence the strategies which they employ to enhance their learning and teaching positive outcome
This study is an attempt to examine the cross-relationship between Big Five personality traits and EFL leaners’ preferences for two types of form-focused Instruction (FFI)
It was revealed that there are considerable discrepancies of opinions between learners. These variations were observed among personality traits which learners possess
Summary
English teachers as well as their EFL/ESL learners keep certain beliefs and preferences about the process of mastering English as a new language. Liao & Chiang (2003) assert that these perceptions are often formed and altered based on their previous learning experiences and their cultural background and influence the strategies which they employ to enhance their learning and teaching positive outcome. Liao & Chiang (2003) assert that these perceptions are often formed and altered based on their previous learning experiences and their cultural background and influence the strategies which they employ to enhance their learning and teaching positive outcome In this regard, mastering the grammar of a language and being able to correctly implement this knowledge is one of the challenging tasks to accomplish in the way of learning a second/foreign language. It is imperative for language teachers to explore their learners’ perceptions with regard to the factors believed to be influential in flourishing the learning of a new language and endeavor to cope with potential conflicts between student beliefs and instructional practices (Schulz, 2001). Learning preferences form the learners’ unique preferences for learning and can influence teachers in planning teaching instructions
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