Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.contributor | Department of English | en_US |
| dc.contributor.advisor | Lopez, Renia (ENGL) | - |
| dc.creator | Wootton, Lyndsay Marie | - |
| dc.identifier.uri | https://theses.lib.polyu.edu.hk/handle/200/8996 | - |
| dc.language | English | en_US |
| dc.publisher | Hong Kong Polytechnic University | - |
| dc.rights | All rights reserved | en_US |
| dc.title | Who I am and how I learn : introversion/extroversion and language learning | en_US |
| dcterms.abstract | The knowledge of our own temperament allows us to take control of our learning. Our own understanding can inspire our educators to work alongside us to ensure the process of education is one most suitable to our needs. Personality, specifically introversion and extroversion, can affect this learning process. We must know how in order to use this to our advantage. This paper studied 32 participants, 14 introverts, 13 extroverts and 5 ambiverts. The participants, employees of a private kindergarten in Hong Kong, completed two likert-scale questionnaires in order to assess their personality type (based on The Five Factor Model - Costa and McCrae, 1992) and language learning needs, experiences and opinions (based on a questionnaire used by Savignon & Wang, 2003). The cross examination of data was used to discover that neither introverted or extroverted participants value the importance of developing a relationship with their teacher. However, extroverts place key importance in the relationships they make with other students. Also, introverted students do prefer to work alone -as a result of the anxiety they feel when communicating in the classroom. The data found that external factors can affect the learning process for introverts and extroverts, mainly the size of a language class for introverts. Also, introverts and extroverts in Hong Kong share some of the main motivations for learning English. Social factors more so by extroverts. Reading, writing and media more so by introverts. Further education seems to be a shared factor by both personality types. Lastly, what gives introverts and extroverts most satisfaction with their learning progress differs only slightly, the more social factors more so sought by extroverts. | en_US |
| dcterms.extent | 53 pages : color illustrations | en_US |
| dcterms.isPartOf | PolyU Electronic Theses | en_US |
| dcterms.issued | 2017 | en_US |
| dcterms.educationalLevel | M.A. | en_US |
| dcterms.educationalLevel | All Master | en_US |
| dcterms.LCSH | Hong Kong Polytechnic University -- Dissertations | en_US |
| dcterms.LCSH | Learning, Psychology of | en_US |
| dcterms.LCSH | English language -- Study and teaching | en_US |
| dcterms.accessRights | restricted access | en_US |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| 991021965759603411.pdf | For All Users (off-campus access for PolyU Staff & Students only) | 864.05 kB | Adobe PDF | View/Open |
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