Language Learning Strategies in Speaking Classroom Activity: Extrovert and Introvert Learners
- DOI
- 10.2991/assehr.k.210325.030How to use a DOI?
- Keywords
- language learning strategies, extrovert and introvert learners, speaking
- Abstract
The language learning strategy carried out by EFL learners sometimes differ from one another following their personality; however, it is not clearly defined yet. This research aims to analyze students’ language learning strategies in a speaking activity in accordance with their personality: extrovert and introvert in the classroom process. The third year of English Department students of Universitas Islam Negeri Imam Bonjol Padang is the subject of this research and 30 students among them were chosen as samples. This research is a descriptive study with a qualitative approach to see natural things which occur to humans and some events or phenomena from the field directly. The data came from the questionnaire, as well as the interview. The questionnaire was used to find out students’ personality types, and the interview was conducted with students to investigate what the students think about their learning strategies as well the types of language learning strategies employed by both types of personalities. The findings show that introvert learners tend to use meta-cognitive, cognitive, and affective strategy. To the contrary, extrovert learners tend to use social, memory, and compensation strategy. This learning strategy is identified and classified in line with Oxford’s classification.
- Copyright
- © 2021, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Melia Citra AU - Yetty Zainil PY - 2021 DA - 2021/03/26 TI - Language Learning Strategies in Speaking Classroom Activity: Extrovert and Introvert Learners BT - Proceedings of the Ninth International Conference on Language and Arts (ICLA 2020) PB - Atlantis Press SP - 161 EP - 166 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.210325.030 DO - 10.2991/assehr.k.210325.030 ID - Citra2021 ER -