The Relationship among Extraversion Tendency, Vocabulary Learning Strategies, and Reading Comprehension of EFL Undergraduates in Kerman Province

Mohammad Hosseini Naveh, Reza Kafipour, Rahmatollah Soltani


This article aims mainly to explore the relationship among the degree of extraversion tendency, vocabulary learning strategies, and reading comprehension of EFL undergraduate students in Kerman Province. For this study, there are five different categories of vocabulary learning strategies as determination, memory, social, cognitive, and metacognitive. In order to investigate the current variables, 164 EFL undergraduate students in Kerman Province were chosen based on one-step cluster sampling. The data were collected by using Schmitt’s vocabulary learning strategies questionnaire (VLSQ) adopted from Bennett (2006), Eysenck personality inventory, revised version (EPQ-R), and TOEFL reading comprehension test. Then, they were analyzed by Pearson Product Moment Correlation. The findings showed that: a) overall strategy use and four categories (out of 5) of vocabulary learning strategies were not significantly correlated with reading comprehension, b) there was a significant and positive correlation between extroversion tendency and four categories of (out of 5) vocabulary learning strategies as well as overall strategy use, and c) there was no significant relationship between reading comprehension and degree of extroversion tendency.
Key words: Vocabulary Learning Strategy; Reading Comprehension; Extroversion Tendency; Language Learning Strategy


Vocabulary Learning Strategy; Reading Comprehension; Extroversion Tendency; Language Learning Strategy


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