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Ranjbaran Oskouei, S., Ramezani, A. (2011). The Effect of Emotionality and Openness to Experience on Vocabulary Learning Strategies of Iranian EFL Students. Journal of English Language Pedagogy and Practice, 4(9), 152-174.
Shabnam Ranjbaran Oskouei; Abolfazl Ramezani. "The Effect of Emotionality and Openness to Experience on Vocabulary Learning Strategies of Iranian EFL Students". Journal of English Language Pedagogy and Practice, 4, 9, 2011, 152-174.
Ranjbaran Oskouei, S., Ramezani, A. (2011). 'The Effect of Emotionality and Openness to Experience on Vocabulary Learning Strategies of Iranian EFL Students', Journal of English Language Pedagogy and Practice, 4(9), pp. 152-174.
Ranjbaran Oskouei, S., Ramezani, A. The Effect of Emotionality and Openness to Experience on Vocabulary Learning Strategies of Iranian EFL Students. Journal of English Language Pedagogy and Practice, 2011; 4(9): 152-174.

The Effect of Emotionality and Openness to Experience on Vocabulary Learning Strategies of Iranian EFL Students

Article 7, Volume 4, Issue 9, Summer and Autumn 2011, Page 152-174  XML PDF (132.18 K)
Document Type: Research Paper
Authors
Shabnam Ranjbaran Oskouei* ; Abolfazl Ramezani
Azarbaijan University of Shahid Madani, Tabriz, Iran
Abstract
This study explored the relationship between vocabulary learning strategies and learner variables of Iranian learners of English as a foreign Language (EFL) with special reference to their personality types to examine what implications these associations have for teaching EFL. It tried to find any possible relation between vocabulary learning strategies use of Iranian EFL students and two personality types, namely emotionality and openness to experience. For so doing, a representative sample of the EFL students was chosen, which comprised 120 second year EFL students from Islamic Azad university of Tabriz.  The data were collected using two questionnaires - Schmitt’s vocabulary learning strategy questionnaire and HEXACO personality assessment questionnaire;only two dimensions of emotionality and openness to experience were investigated in this research. The Pearson correlation coefficient was used to measure the associations between the learner variables and use of vocabulary learning strategies. The findings showed differences in strategy use indicating that these strategy choices are correlated with their personality type. It was found that there is a positive relation between emotionality and cognitive strategies, and also between emotionality and metacognitive strategies. The results also showed that there is a positive relation between openness to experience and memory, and social strategies. 
Keywords
Emotionality; Openness to experience; vocabulary learning strategies; HEXACO; cognitive strategies; metacognitive strategies; Memory Strategies; Social Strategies
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