NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1075196
Record Type: Journal
Publication Date: 2015
Pages: 15
Abstractor: As Provided
ISSN: ISSN-1916-4742
Language Learning Strategies Employed by Chinese English-Major Pre-Service Teachers in Relation to Gender and Personality Types
Zhou, Chaoying; Intaraprasert, Channarong
English Language Teaching, v8 n1 p155-169 2015
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.
Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Identifiers - Assessments and Surveys: Myers Briggs Type Indicator; Strategy Inventory for Language Learning
Grant or Contract Numbers: N/A