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Language Learning Strategies Employed by Chinese English-Major Pre-Service Teachers in Relation to Gender and Personality Types

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  • Chaoying Zhou
  • Channarong Intaraprasert

Abstract

This study was intended to investigate the use of language learning strategy employed by English-major pre-service teachers in Midwest China in relation to their gender and personality types. The modified Strategy Inventory for Language Learning (SILL) and adopted personality type inventory were used to collect the data. ANOVA and Chi-square tests were performed for data analysis. The results revealed that gender and personality types have some effects on pre-service teachers’ strategy use at the overall, category and individual levels. The variation patterns of the strategy use were found in terms of the two variables. The implications of these findings for ESL teaching and learning were also discussed.

Suggested Citation

  • Chaoying Zhou & Channarong Intaraprasert, 2014. "Language Learning Strategies Employed by Chinese English-Major Pre-Service Teachers in Relation to Gender and Personality Types," English Language Teaching, Canadian Center of Science and Education, vol. 8(1), pages 155-155, January.
    • Handle: RePEc:ibn:eltjnl:v:8:y:2014:i:1:p:155
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    References listed on IDEAS

    as
    1. Yaping Zhou, 2010. "English Language Learning Strategy Use by Chinese Senior High School Students," English Language Teaching, Canadian Center of Science and Education, vol. 3(4), pages 152-152, December.
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