EFL University Students' Reading Strategy Use across Personality Types in Understanding English Online Texts

Merliyani Putri Anggraini(1*), Bambang Yudi Cahyono(2), Mirjam Anugerahwati(3), Francisca Maria Ivone(4)


(1) Doctorate Program in ELT, Faculty of Letters, Universitas Negeri Malang
(2) Doctorate Program in ELT, Faculty of Letters, Universitas Negeri Malang
(3) Doctorate Program in ELT, Faculty of Letters, Universitas Negeri Malang
(4) Doctorate Program in ELT, Faculty of Letters, Universitas Negeri Malang
(*) Corresponding Author

Abstract


Reading strategies are the crucial factors in determining the success of reading comprehension, moreover in an online environment. However, previous research moderating participants' personalities in determining the reading strategy use is still inconclusive. This study aimed to explore the reading strategies used by EFL university students across personality types in understanding English online texts, and to examine the relationship between personality types and reading strategies. A quantitative study was administered to answer the research questions using a survey of online reading strategies (SORS). The research participants included 248 second-year university students in one of the universities in Indonesia. They were asked to attend the personality test to know whether they were extroverts or introverts. The findings revealed that extroverted students tended to use socio-affective strategies. Meanwhile, introverted students preferred to use global strategies. Interestingly, both types of students were noticed to employ support reading strategies occasionally. The significant but weak relationship between personality types and strategy use was merely found in global and socio-affective strategies. The results suggest that teachers in online reading classes should train their students to use various reading strategies so that the students with extroverted or introverted personalities can maximize their online reading comprehension

Keywords


English online texts, online reading, personality types, reading comprehension, reading strategies

Full Text:

PDF

References


Agler, L.-M. L., Noguchi, K., & Alfsen, L. K. (2019). Personality traits as predictors of reading comprehension and metacomprehension accuracy. Current Psychology. https://doi.org/10.1007/s12144-019-00439-y

Anggraini, M. P., & Cahyono, B. Y. (2020). Scrutinizing EFL learners' online reading strategy use across proficiency levels. XLinguae, 13(4), 190–200. https://doi.org/10.18355/XL.2020.13.04.14

Anggraini, M. P., Cahyono, B. Y., Anugerahwati, M., & Ivone, F. M. (2022). The interaction effects of reading proficiency and personality types on EFL university students' online reading strategy use. Education and Information Technologies. https://doi.org/10.1007/s10639-022-10979-9

Arpaci, I., Baloğlu, M., & Kesici, Ş. (2018). The relationship among individual differences in individualism-collectivism, extraversion, and self-presentation. Personality and Individual Differences, 121, 89–92. https://doi.org/10.1016/j.paid.2017.09.034

Bergey, B. W., Parrila, R. K., Laroche, A., & Deacon, S. H. (2019). Effects of peer-led training on academic self-efficacy, study strategies, and academic performance for first-year university students with and without reading difficulties. Contemporary Educational Psychology, 56, 25–39. https://doi.org/10.1016/j.cedpsych.2018.11.001

Dabarera, C., Renandya, W. A., & Zhang, L. J. (2014). The impact of metacognitive scaffolding and monitoring on reading comprehension. System, 42, 462–473. https://doi.org/10.1016/j.system.2013.12.020

Ehrman, M. E., 2008. Personality and good language users. In C. Griffiths (Ed.), Lessons from good language learners (pp. 61-62). Cambridge University Press.

Kokkinos, C. M., Kargiotidis, A., & Markos, A. (2015). The relationship between learning and study strategies and big five personality traits among junior university student teachers. Learning and Individual Differences, 43, 39–47. https://doi.org/10.1016/j.lindif.2015.08.031

Komarraju, M., Karau, S. J., Schmeck, R. R., & Avdic, A. (2011). The Big Five personality traits, learning styles, and academic achievement. Personality and Individual Differences, 51(4), 472–477. https://doi.org/10.1016/j.paid.2011.04.019

Li, J., & Chignell, M. (2010). Birds of a feather: How personality influences blog writing and reading. International Journal of Human-Computer Studies, 68(9), 589–602. https://doi.org/10.1016/j.ijhcs.2010.04.001

Liyanage, I., & Bartlett, B. (2013). Personality types and languages learning strategies: Chameleons changing colours. System, 41(3), 598–608. https://doi.org/10.1016/j.system.2013.07.011

Marshall, T. C., Lefringhausen, K., & Ferenczi, N. (2015). The Big Five, self-esteem, and narcissism as predictors of the topics people write about in Facebook status updates. Personality and Individual Differences, 85, 35–40. https://doi.org/10.1016/j.paid.2015.04.039

Mokhtari, K., & Reichard, C. (2004). Investigating the strategic reading processes of first and second language readers in two different cultural contexts. System, 32(3), 379–394. https://doi.org/10.1016/j.system.2004.04.005

Mokhtari, K., & Sheorey, R. (2002). Measuring ESL students' awareness of reading strategies. Journal of Development Education 25(3), 2–10.

Mumford, M. D., & Gustafson, S. B. (1988). Creativity syndrome: Integration, application, and innovation. Psychological Bulletin, 103(1), 27–43. https://doi.org/10.1037/0033-2909.103.1.27

Nordin, L., Razak, N. Z. A., Wahid, A. & Syukri, A. (2020). The relationship between personality traits and language learning strategies among the students of engineering technology. Journal of Critical Reviews, 7(8), 47-51.

Obralic, N. & Mulalic, A. (2017). Correlation between personality traits and language learning strategies among IUS students Almasa Mulalic. Journal of Applied Linguistics and Language Research 4(5): 76-84.

Oxford, R., & Nyikos, M. (1989). Variables affecting choice of language learning strategies by university students. The Modern Language Journal, 73(3), 291–300. https://doi.org/10.1111/j.1540-4781.1989.tb06367.x

Öz, H. (2016). The importance of personality traits in students' perceptions of metacognitive awareness. Procedia: Social and Behavioral Sciences, 232, 655-667.

Safdarian, Z., Ghyasi, M., & Farsani, M. A. (2014). How reading strategy use and personality types are related? The Reading Matrix, 14(1), 121-135.

Sheorey, R., & Mokhtari, K. (2001). Differences in the metacognitive awareness of reading strategies among native and non-native readers. System, 29(4), 431–449. https://doi.org/10.1016/S0346-251X(01)00039-2

Türkyılmaz, M. (2015). The relationship between reading attitude, metacognitive awareness of reading strategies, personality and self-regulation: A Study of Modeling. Education, 136, 11–18.

Weber, M. R. (2015). The relationship between personality and student learning. Journal of Hospitality & Tourism Education, 27(4), 135–146. https://doi.org/10.1080/10963758.2015.1089511

Zhang, Y., 2008. The role of personality in second language acquisition. Asian Social Science. 4(5), 58-59.


Article Metrics

Abstract view : 358 times
PDF - 137 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 English Language and Literature International Conference (ELLiC) Proceedings

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Electronic ISSN: 2579-7263
CD-ROM ISSN: 2579-7549

Published by

FACULTY OF FOREIGN LANGUAGE AND CULTURE
UNIVERSITAS MUHAMMADIYAH SEMARANG
Jl. Kedungmundu Raya No.18 Semarang, Central Java, Indonesia
Phone: +622476740295, email: ellic@unimus.ac.id