The Relationship between Big-five Personality Traits, Learning Strategies, and English Language Proficiency in a Monotonous Assessment Method Predominant EFL Environment

Abstract

With the continuous development of teaching reform, personality education has received increasing attention from educators. This paper summarizes the correlation among the Big Five personality traits, learning strategies, and English language proficiency in a macroscopic context of exam-oriented education. The main findings of this paper are: 1) personality is a significant predictor of academic level; 2) educators should instruct students with different personalities to implement corresponding learning strategies; 3) we should overcome the limitations of the EFL education environment, modify the exam-oriented assessment method, to create the conditions to maximize the advantages of personality. This paper makes a certain contribution to the development of personality education. By reading this paper, the relationship between personality traits and academic performance becomes clearer, which can help promote students’ academic proficiency. It also motivates researchers to yield teaching innovations in the fields of integrated personality education and test-oriented education.