The Relationship between Iranian EFL Students’ Personality Characteristics and their Assertiveness: A Case of Postgraduate Students
محورهای موضوعی : English Language Teaching (ELT)نسرین یعقوبی نژاد 1 , توران آهور 2
1 - Department of English Tabriz Branch, Islamic Azad University, Tabriz, Iran
2 - Department of English Tabriz Branch, Islamic Azad University, Tabriz, Iran
کلید واژه: Students, assertiveness, personality characteristics, Postgraduate,
چکیده مقاله :
Various studies suggest that it is important to determine students' personality charecteristics and assertiveness and make them aware of these differences in order to improve learning process and outcomes. This study aimed to find out how much of the variance in postgraduate students’ assertiveness is explained by five personality characteristics (i.e., Openness, Neuroticism, Extroversion, Agreeableness, and Conscientiousness) and which one of these characteristics significantly predicts the students’ assertiveness. To this end, 66 postgraduate students within the age range of 22 to 35 participated in this descriptive correlational study. They were majoring in English language teaching at Islamic Azad University,Tabriz Branch, Tabriz, Iran. The College Self-expression Scale (CSES) and Big-Five Personality Inventory were used to assess the students’ level of assertiveness and their personality characteristics, respectively. In order to answer the research questions, a multiple linear regression analysis was carried out. The results revealed that about 14 percent of the postgraduate students’ assertiveness is explained by five personality characteristics and out of them, only Extroversion has a significant contribution to their assertiveness. The pedagogical implications are presented for teachers, students, syllabus designers, and materials writers.
تحقیقات متعدد نشان میدهد که تعیین کردن ویژگیهای شخصیتی و جرات زبان آموزان و آگاه ساختن آنها از این تفاوت ها فرایند یادگیری و نتایج آن را بهبود می بخشد. هدف این تحقیق تعیین میزان تاثیر پنج ویژگی شخصیتی (پذیرش روان، رنجورخویی، برون گرایی، توافق، و وجدان) در تغییر جرات دانشجویان کارشناسی ارشد میباشد واینکه کدامیک از این ویژگی ها بطور معنا داری جرات آنها را پیش بینی می کند. با در نظر گرفتن این، 66 دانشجو در مقطع کارشناسی ارشد در محدوده سنی 22 تا 35 دراین تحقیق توصیفی همبستگی شرکت نمودند. آنها دررشته آموزش زبان انگلیسی در دانشگاه آزاد اسلامی واحد تبریزمشغول به تحصیل بودند. پرسشنامه های مقیاس خودبیانگری و پنج عاملی شخصیت بترتیب جهت تعیین سطح جرات و ویژگی های شخصیتی این دانشجویان مورد استفاده قرار گرفت. تحلیل رگراسیون خطی چند گانه برای پاسخ دادن به سوالات تحقیق انجام شد. نتایج نشان داد که حدود 14 درصد جرات دانشجویان کارشناسی ارشد توسط پنج ویژگی شخصیتی مشخص می شود واز بین آنها فقط برون گرایی در جرات این زبان آموزان سهم معنا داری دارد. کاربردهای آموزشی برای مدرسین، زبان آموزان، طراحان برنامه درسی، و مولفان مطالب آموزشی ارایه میشود.
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