The current study aims to explore the prediction use of English language learning strategies based on personality traits among female university level learners of English language as a university major subject at Islamic Azad University in Iran. Four instruments were used, which were the Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords, A Background Questionnaire, the NEO-Five Factors Inventory (NEO-FFI), and the Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female students volunteered to participate in this research study. The intact classes were chosen. The obtained results in this study show that the Conscientiousness trait and the Extraversion trait best predicted the overall use of Memory strategies of the students, and the Openness to Experiences trait and the Conscientiousness trait best predicted the overall use of Cognitive strategies, Compensation strategies, Metacognitive strategies, Affective strategies, and Social strategies of the learners. (Contains 18 tables.).

The present study aims to find out the relationship between use of the Metacognitive English Language Learning Strategies (MELLSs) for learners of English as a foreign language based on personality traits, and the role of personality traits in the prediction of use of such Strategies. Four instruments were used, which were Adapted Inventory for Metacognitive English Language Learning Strategies based on Metacognitive category of Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords (1990), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were asked to participate in this research work. The intact classes were chosen. The results show that however, there is a significant relationship between four traits of personality and use of the MELLSs, but personality traits cannot be as a strong predictor with high percent of contribution to predict use of the MELLSs. (Contains 7 tables.).

The book explores the relationships between the personality traits of Polish university students learning English as a foreign language and their use of language learning strategies (LLS). It provides a solid theoretical background for the investigation of the interface between the two constructs, describes the applied analytical procedures in detail, and reports the results and implications of a large-scale study. Chapter 1 presents multiple perspectives on the investigation of human personality and presents insights from a selection of studies into the role of personality in foreign language learning. Chapter 2 addresses the construct of LLS, while Chapter 3 links strategy use to other individual learner characteristics, with a focus on personality. Chapter 4 sets the methodological framework for the empirical investigation, describes the rationale for conducting the study, and includes a thorough description of analytical procedures. Chapter 5 presents the results of the study and highlights their pedagogical implications. Finally, limitations of the study are presented and some directions for future research are suggested. The monograph will be of interest to scholars investigating the role of personality in SLA as well as graduate and postgraduate students in applied linguistics.

The current study aims to explore the overall relationships between use of English language learning strategies and personality traits of the female university level learners of English language as a university major. Four instruments were used, which were Adapted Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords, A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female University level learners of English language as a university major in Iran were volunteer to participate in this research work. The intact classes were chosen. The obtained results in this study show both types of positive and negative significant relationships at different levels of correlation. In addition, in some cases, there was not any significant relationship between reported frequency of English Language Learning Strategies and personality traits. (Contains 8 tables.).

The present study aims to find out the role of personality traits in the prediction use of the Social English Language Learning Strategies (SELLSs) for learners of English as a foreign language. Four instruments were used, which were Adapted Inventory for Social English Language Learning Strategies based on Social category of Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords, A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were volunteer to participate in this research work. The intact classes were chosen. The results show that however, there is a significant relationship between four traits of personality and use of the SELLSs, but personality traits cannot be as a strong predictor to predict use of the SELLSs. (Contains 7 tables.).

The present study aims to find out the influence of personality traits on the choice and use of Memory English Language Learning Strategies (MELLSs) for learners of English as a foreign language, and the role of personality traits in the prediction of use of such Strategies. Four instruments were used, which were Adapted Inventory for Memory English Language Learning Strategies based on Memory category of Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords (1990), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were volunteer to participate in this research work. The intact classes were chosen. The results show that however, there is a significant relationship between four traits of personality and the choice and use of MELLSs, but personality traits cannot be as a strong predictor with high percent of contribution to predict the choice and use of the MELLSs. (Contains 5 tables.).

The present study aims to find out the role of personality traits in the prediction choice and use of the Compensatory English Language Learning Strategies (CELLSs) for learners of English as a foreign language. Four instruments were used, which were Adapted Inventory for Compensatory English Language Learning Strategies based on Compensation category of Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords (1990), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, volunteered to participate in this study. The intact classes were chosen. The results show that however, there is a significant relationship between each of three traits of personality and the choice and use of the cells, but personality traits cannot be a strong predictor to predict the choice and use of the CELLSs. (Contains 7 tables.).