Investigating Guided Discovery Learning and Personality Traits; Focusing on Speaking Confidence
الموضوعات : نشریه زبان و ترجمه
Leili Darakhani
1
(Malayer Branch, Islamic Azad University, Malayer, Iran)
Peyman Rajabi
2
(Malayer Branch, Islamic Azad University, Malayer, Iran)
الکلمات المفتاحية: personality, traits, Guided Discovery Learning, Speaking Self-confidence,
ملخص المقالة :
This research study aimed to discover the relationships between guided discovery learning (GDL),personality traits, and creating self-confidence in speaking confidence among Iranian EFL learners.For this purpose, 60 participants out of 150 were chosen through convenience random sampling fromtwo language schools in Tehran, Iran. They were assigned to experimental and control groups. Theteaching techniques of the experimental group were managed by the guided discovery method toestablish speaking confidence. Also, the ordinary technique was used to teach the control group. Aftercompleting a set of five-session treatments, the posttest on the speaking test was conducted.Questionnaires were then distributed among the participants within the allotted time. Finally, theresults obtained from the tests and the scales were gathered and analyzed through multiple regression.The findings revealed statistically significant differences in three variables in terms of speakingconfidence. Based on these results, the effectiveness of variables was ranked as follows: guided discoverylearning, personality traits, and self-confidence in speaking, in the order of their appearance. Moreover, theresults indicated that among the personality traits ‘extraversion’ made a significant contribution toIranian EFL learners’ self-confidence.
Akinbobola, A. O. & Afolabi, F. (2010). Constructivist practices through guided discovery approach: The effect of students’ cognitive achievement in Nigerian senior secondary school physics. Eurasian Journal of physics and chemistry education 2, 16–25.
Andres, V. (2002). The influence of affective variables on ESL/EFL learning and teaching [Electronic version]. The Journal of the Imagination in Language Learning and Teaching, 17, 1-5.
Apple, M., (2011). Using the Rasch Rating Scale model to examine the Big Five Factor Marker questionnaire for a Japanese university population. Unpublished manuscript.
Dweck, C. & Legget, E. L. (1998). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-73.
Ehrman, M. (1990). Owls and doves: Cognition, personality, and learning success. In J. E. Alatis (ed.), Georgetown University Roundtable on Languages and Linguistics. (pp. 413-437). Washington, DC: Georgetown University Press.
Ehrman, M. E. (2008). Personality and good language learners. In C. Griffiths (Ed.), Lessons from good language learners (pp. 61-72). Cambridge: Cambridge University Press.
Goldberg, L. R. (1993). The structure of phenotypic personality traits. American Psychologist, 48(1), 26-34.
Goldberg, L. R., Johnson, J. A., Eber, H. W., Hogan, R., Ashton, M. C., Cloninger, C. R., & Gough, H. C. (2006). The International Personality Item Pool and the future of public-domain personality measures. Journal of Research in Personality, 40, 84-96.
Griffiths, R. (1991). Personality and second-language learning: Theory, research and practice. In E. Sadtano (Ed.), Language acquisition and the second/foreign language classroom (pp. 103-135). Singapore: SEAMEO Regional Language Centre.
John, O. P., & Srivastava, S. (1999). The Big Five trait taxonomy: History, measurement, and theoretical perspectives. In L. A. Pervin & O. P. John (Eds.), Handbook of personality: Theory and research (2nd ed.) (pp. 102-138). New York: Guilford.
Kashiwagi, S. (1999). The trait theoretic evaluation of the TEG from the view of the Five-Factor Model. The Japanese Journal of Psychology, 69, 468-477.
Kashiwagi, S., & Yamada, K. (1995). Evaluation of the Uchida-Kraepelin test based on The Five Factor Model of personality traits. The Japanese Journal of Personality, 66, 24-32.
Kitayama, S. (2000). Collective construction of the self and social relationships: A rejoiner and some extensions. Child Development, 71(5), 1143-1146.
Khan, Z.A. & Zafar, S. (2010). The effects of anxiety on cognitive processing in English language learning. English Language Teaching, 3(2), 199- 209.
Koosha, B., Ketabi, S. & Kassaian, Z. (2011). The Effects of Self-esteem, Age and Gender on the Speaking Skills of Intermediate University EFL Learners. Theory and Practice in Language Studies, 1 (10) 1328-1337.
McCrae, R. R. (2000). Trait psychology and the revival of personality and culture Studies. American Behavioral Scientist, 44(1), 10-31.
MacIntyre, P.D., Baker, S.C., Clement, R., & Donovan, L. A. (2002). Sex and age effects on willingness to communicate, anxiety, perceived competence, and L2 motivation among junior high French immersion students. Language Learning, 52(3), 537-564.
MacIntyre, P.D., & Charos, C. (1996). Personality, attitudes, and affect as predictors of second language communication. Journal of Language & Social Psychology, 15(1), 3-26.
O’Connor, M.C., Paunonen, S.V. (2007). Big Five personality predictors of post-secondary academic performance. Personality and Individual Differences, 43, 971–990.
O’Keeffe, A., McCarthy, M. & Carter, R. (2007). From corpus to classroom: Language use and language teaching. Cambridge: Cambridge University Press.
O’Keeffe, A. & McCarthy, M. (2010). The Routledge Handbook of Corpus Linguistics. London: Routledge.
Olorode J. J. (2016). Effect of guided discovery learning method on Students’ academic achievements in financial Accounting in colleges of education in ogun state. Unpublished M.Ed thesis, Tai Solarin University of Education, Ijagun Ijebu-ode, Ogun State.
Oxford, R. L., & Ehrman, M. (1993). Second language research on individual differences. Annual Review of Applied Linguistics, 13, 188-205.
Powell, R. (1986). Boys, girls and languages at school. London, England: Centre for Information on Language Teaching and Research.
Romero, B. N. (2006). Improving speaking skill. Theory and Practice in Language Studies, 18, 86-90.
Seliger, H. W. (1977). Does practice make perfect A study of interaction patterns and L2 competence. Language Learning, 27, 263-278.
Shimizu, K. (1999). A survey of expectations of and characteristics attributed to native speaker English teachers and Japanese English teachers by Japanese university students. Journal of Intercultural Communication, 3, 53-74.
Shumin, K. (1997). Factors to consider: Developing adult EFL students’ speaking abilities. English Teaching Forum, 35 (3), 8.
Swain, M. (1995). Three functions of output in second language e-learning. In G.Cook and B. Seidlhofer (Eds) Principle and Practice in Applied Linguistics: Studies in Honor of H. G. Widdowson (pp. 125-44). Oxford: Oxford University Press.
Udo, M. E. Etiubon, W. (2011). Effect of guided-discovery, student-centered demonstration and the expository instructional strategies on students’ performance in Chemistry. African Research Review, 4 (4), 389-399.
Verhoeven, L., & Vermeer, A. (2002). Communicative competence and personality dimensions in first and second language learners. Applied Psycholinguistics, 23(3), 361-374.
Wada, S. (1996). Construction of the Big Five Scales of personality trait items and concurrent validity with NPI. Japanese Journal of Personality, 67, 61-67.
Waugh, R. F., & Chapman, E. S. (2005). An analysis of dimensionality using factor analysis (true-score theory) and Rasch measurement: What is the difference? Which method is better? Journal of Applied Measurement, 6(1), 80-99.
Weaver, J. B. (1998). Personality and self-perceptions about communication. In J. C. McCroskey, J. A. Daly, M. M. Martin, & M. J. Beatty (Eds.), Communication and personality: Trait perspectives (pp. 95-118). Cresskill, NJ: Hampton.
Wilz, B. (2000). Relationship between personality type and Grade Point Average of technical college students. Unpublished MA thesis, University of Wisconsin-Stout, America.
Yashima, T. (2002). Willingness to communicate in a second language: The Japanese EFL context. Modern Language Journal, 86(1), 54-66.
Yashima, T., Zenuk-Nishide, L., & Kazuaki Shimizu, L. (2004). The influence of attitudes and effect on willingness to communicate and second language. Language Learning, 54(1), 119-152.
Yik, M. S. M., Russell, J. A., Ahn, C.-K., Dols, J. M. F., & Suzuki, N. (2002). Relating the five-factor model of personality to a circumplex model of affect. In R. R. McCrae & J. Allik (Eds.), The Five-Factor Model of personality across cultures (pp. 74-104). New York: Kluwer Academic.
Zuckerman, M. (1994). An alternative five-factor model for personality. In C. F. Halverson, Jr., G. A. Kohnstamm, & R. P. Martin (Eds.), The developing structure of temperament and personality from infancy to adulthood (pp. 53-68). Hillsdale, NJ: Erlbaum.
