The primary objective of this research was to gather data on personality differences which were affecting teachers teaching methods. The study was necessitated by having scenarios where Chinese’s students exhibited different learning styles due to the different personality traits. As a future teacher I felt the need to conduct this research and back up several studies that had been done on English learning as a foreign language. The study also checked and evaluated how personality differences affected learning and the personality effects in teachers teaching methods for Chinese college students. The study used qualitative study using literature review as methodology and described in-depth the conceptual philosophy, study strategy, data collecting procedure and techniques, strengths and limitations and ethical issues that were taken into consideration. There are different research philosophies that governed the study with qualitative research including ontology and epistemology. The research reported and discussed the cultural trends and the attitudes as well as approaches that Chinese college students had to their studies. The study also found out that Chinese college students used the major learning styles of rote, silent and passive. The study found that personality traits associated with students have a significant influence on the success of learning English as a second language.
Table of Contents
1.0 Introduction
1.1 Research Aims
1.2 Research Questions
1.4 Background and Context of the Study
1.5 Justification of the Study
1.6 Dissertation Outline
2. Research Design
2.1 Ontology
2.2 Epistemology
2.3 Methodological position
2.4 Data collection
2.5 Inclusion Criteria
2.6 Exclusion Criteria
2.7 Data Recording
2.7.1 Research Aims
2.7.2 Research Questions
2.8 Strengths and Limitations
2.8 Limitations
2.9 Research Ethics
3. Extended Literature Review
3.0 Introduction
3.1 History of Teaching English as a Foreign Language (EFL) in China
3.2 Learning Styles of Chinese College Students
3.2.1 Rote-Learning
3.2.2 Silent Learning
3.2.3 Passive Learning
3.3 Teaching English as Foreign Language in China (TEFL)
3.3.1 Qing Dynasty and TEFL
3.4 TEFL in Chinese Educational Institutions
3.5 Programs for Cultural Exchange in China
3.6 Teaching and Learning Styles
3.7 Differentiating between personality traits among Chinese students
3.7.1 Theoretical foundations of the study
3.7.2 Personality traits and English learning
3.7.3 Academic Performance and the Big Five personality characteristics
3.8 Theory of self-determination and motivation
3.8.1 Self Determination and English Learning
3.9 Self-regulation effectiveness from a socio-cognitive perspective
3.9.1 Educational motivation and self-regulation efficacy as mediators
3.10 Personality and accomplishment of the Foreign Language
3.11 Personalities and Global Competency
3.12 Research Ethics
3.13 Preventing Biasness in the Selection of Studies Used in the Literature Review
3.14 Teaching English As a Foreign Language
3.15 Discussion and Conclusion
4. Results and Discussion
4.1 Learning process and learning styles of Chinese students
4.2 Teaching English as Foreign Language in China
4.3 Personalities and English Learning
4.4 Self Determination and English Learning
4.5 Self-efficacy and English Learning
4.6 Global competency and English learning
4.7 Effects of Personalities on English Learning by Chinese Students
5. Conclusion
Objectives and Topics
This dissertation investigates the influence of personality traits on the English language learning process among Chinese college students. It aims to determine how distinct learning styles, motivation, and personality characteristics impact academic outcomes, while examining how instructors can adapt teaching methods to better cater to student needs.
- Analysis of learning styles (rote, silent, and passive) in Chinese students.
- Evaluation of the Big Five personality traits in relation to academic achievement.
- Role of self-determination and self-regulation in foreign language acquisition.
- Influence of global competency and intercultural sensitivity on language learning.
- Impact of teaching methodologies on student engagement and success.
Excerpt from the Book
3.2.2 Silent Learning
The second feature in Chinese classrooms is silent learning. Teachers in Chinese classrooms are the authoritative type, on the other hand, some Chinese students are quiet and have obedience personalities this is to enable silent learning, This viewpoint is not new in Western literature. Even though their efforts are recognized, Chinese students have the personality of not questioning anything that they are taught in class they are thus passive and most important passive learners (Cortazzi& Jin 1996). In another learning perspective students view their teachers as those who know everything and will not question or challenge teachers, they accept all knowledge passed to them and this can go in a hierarchical order. Chinese classroom activities are often perceived as being controlled by teachers, with little opportunity for inquiry or discussion among students.
The College students from the Confucian model are hardworking, orderly, and recognize authority, place a high priority on the pragmatic acquisition of information. "Silent learning" is a characteristic that finds its way back to Confucian culture and consists of teachings of respect that are orderly in terms of hierarchy. Those with extensive knowledge, such as scholars and teachers, are held in high regard as ideal role models (Chan,2019). To maintain order and harmony any student or learner should not talk unless they are spoken to. Being a good listener during a class has been passed down through ancestors and generations. Nonetheless, when students are not talking or are silent is not an indicator they are not engaged in critical thinking or learning of any kind.
Summary of Chapters
1.0 Introduction: This chapter provides the foundation for the study, outlining research aims, specific questions, and the context of teaching English in China.
2. Research Design: This section details the methodology used, emphasizing the qualitative approach and the use of literature review to analyze the intersection of personality and learning.
3. Extended Literature Review: This chapter reviews the history of English teaching in China, common learning styles, and the theoretical frameworks connecting personality traits to academic success.
4. Results and Discussion: The section analyzes the identified cultural and individual factors that influence how Chinese students learn English and how teachers adapt their methods.
5. Conclusion: The final chapter summarizes the findings, reiterating that personality traits significantly influence learning outcomes and suggesting that teachers must tailor their methods to these individual differences.
Keywords
personality, student motivation, student learning, Chinese students, English as a foreign language, TEFL, learning styles, rote learning, silent learning, passive learning, self-determination, self-regulation, Big Five model, global competency, academic performance
Frequently Asked Questions
What is the primary objective of this dissertation?
The primary objective is to investigate how personality differences among Chinese college students affect their English learning outcomes and to determine how these differences impact the teaching methods applied by instructors.
What are the central themes discussed in the work?
Central themes include the relationship between personality traits and academic achievement, the influence of Confucian cultural values on learning styles, the role of motivation and self-efficacy, and the evolution of English language teaching in China.
What is the main research question of the study?
The study seeks to address two main questions: how personality affects English learning among Chinese college students, and how this personality influence dictates the teaching methods effectively used by educators.
Which research methodology is utilized?
The study employs a qualitative research design, specifically an extended literature review, to synthesize existing research on personality traits, learning styles, and educational outcomes in Chinese higher education.
What topics are covered in the main body?
The main body explores the history of TEFL in China, deep dives into learning styles like rote and silent learning, examines the Big Five personality traits, and discusses motivational theories like self-determination and socio-cognitive perspectives.
How would you characterize the keywords defining this work?
The keywords are centered on the intersection of individual student characteristics (personality, motivation) and institutional factors (teaching methods, history of EFL) within the specific context of Chinese higher education.
How does the Confucian model influence the Chinese classroom?
The Confucian model promotes respect for authority and hierarchy, which leads to "silent learning" where students prioritize listening and order over questioning, impacting the interaction between teachers and students.
What is the link between conscientiousness and academic performance?
The literature suggests that conscientiousness is the strongest predictor of academic success, as these students are typically organized, disciplined, and consistent in their approach to learning English.
Does the study find a connection between extraversion and English learning?
Yes, while some studies show no direct link to GPA, extraversion is found to be significant for oral performance and public speaking, as extraverted students are more willing to practice and participate in classroom settings.
- Citar trabajo
- Joseph Kariuki (Autor), The influence of chinese college student´s personality on English learning, Múnich, GRIN Verlag, https://www.grin.com/document/1189886
