JoLIE 14:1/2021

 

Back to issue page

 

 

 

ANXIETY, NEUROTICISM AND EXTRAVERSION AMONG EFL LEARNERS

 

 

Jasna Saračević

International Burch University, Sarajevo, Bosnia and Herzegovina

Vildana Dubravac

International Burch University, Sarajevo, Bosnia and Herzegovina

Amna Brdarević-Čeljo

International Burch University, Sarajevo, Bosnia and Herzegovina

Senad Bećirović

International Burch University, Sarajevo, Bosnia and Herzegovina

 

 

 

Abstract

 

The current study examined anxiety, neuroticism and extraversion amongst Bosnian high school and university students who were studying English as a foreign language (EFL). By employing the Public Speaking Class Anxiety Scale and the Big Five Inventory (BFI) test, the authors showed that this group of students was characterised by a relatively high level of extraversion and a medium level of neuroticism and anxiety about public speaking in class. The study further investigated the variation in both personality traits and anxiety based on gender, the level of education and out-of-school exposure to English as the target language. The first two factors had an insignificant effect on personality traits and anxiety, whereas out-of-school exposure to English proved to be significant in all contexts. Finally, the multiple regression analysis suggested that anxiety, extraversion and neuroticism were not significant predictors of students’ average EFL grades, while extraversion was a significantly positive predictor and anxiety was a significantly negative predictor of the students’ self-reported EFL knowledge. The study contributes to the further individualisation of formal language teaching and learning, as well as to the promotion of the development of independent life-long learners.

 

Keywords: Anxiety; Extraversion; Neuroticism; Age; Gender; Out-of-school exposure; EFL.

 

 

References

 

Ahmetović, E., Bećirović, S., & Dubravac, V. (2020). Motivation, anxiety and students’ performance. European Journal of Contemporary Education, 9(2), 271-289. doi: https://doi.org/10.13187/ejced.2020.2.271

 

Aida, Y. (1994). Examination of Horwitz, Horwitz, and Cope’s construct of foreign language anxiety: The case of students of Japanese. The Modern Language Journal, 78(2), 155-168. doi: https://doi.org/10.1111/j.1540-4781.1994.tb02026.x

 

Alrabai, F. (2015). The influence of teachers’ anxiety-reducing strategies on learners’ foreign language anxiety. Innovation in Language Learning and Teaching, 9(2), 163–190. doi: https://doi.org/10.1080/17501229.2014.890203

 

Arnold, J., & Brown, H.D. (1999). A map of the terrain. In J. Arnold (Ed.), Affect in language learning (pp. 1-24). Cambridge: Cambridge University Press.

 

Bećirović, S., & Akbarov, A. (2015). Impact of social changes on teacher’s role and responsibilities in the educational system. Journal of Linguistic and Intercultural Education - JoLIE, 8, 21-34. doi: https://doi.org/10.29302/jolie.2015.8.2

 

Bećirović, S., Brdarević-Čeljo, A., & Sinanović, J. (2017). The use of metacognitive reading strategies among students at International Burch University: A Case Study. European Journal of Contemporary Education, 6(4), 645-5655. doi: https://doi.org/10.13187/ejced.2017.4.645

 

Bećirović, S., Brdarević-Čeljo, A., & Dubravac, V. (2018). The effect of nationality, gender, and GPA on the use of reading strategies among EFL university students. Sage Open, 8(4), 1-12. doi: https://doi.org/10.1177/2158244018809286

 

Bećirović, S., Brdarević-Čeljo, A., & Polz, E. (2021). Exploring the relationship between language learning strategies, academic achievement, grade level, and gender. Journal of Language and Education, 7(2), 93-106. doi: https://doi.org/10.17323/jle.2021.10771

 

Behnke, R.R., & Sawyer, C.R. (2001). Patterns of psychological state anxiety in public speaking as a function of anxiety sensitivity. Communication Quarterly, 49, 84-94. doi: https://doi.org/10.1080/01463370109385616

 

Brown, H.D. (2007). Principles of language learning and teaching (5. ed.). White Plains, NY: Pearson Longman.

 

Carrell, L., Patricia, Gusti G.A., & Moneta S.P. (1996). Personality types and language learning in an EFL context. Language Learning, 46(1), 75–99. doi: https://doi.org/10.1111/j.1467-1770.1996.tb00641.x

 

Carson, R. C., Butcher, J. N., & Mineka, S. (1998). Abnormal psychology and modern life (10th ed.). New York: Addison-Wesley Educational Publishers Inc.

 

Chamorro-Premuzik, T., & Furnham, A. (2003). Personality predicts academic performance: Evidence from two longitudinal university samples. Journal of Research in Personality, 37, 319-338. doi: http://dx.doi.org/10.1016/S0092-6566(02)00578-0

 

Chapman, B.P., Duberstein, P.R., Sörensen, S., & Lyness, J.M. (2007). Gender differences in five factor model personality traits in an elderly cohort: Extension of robust and surprising findings to an older generation. Personality and Individual Differences, 43(6), 1594–1603. doi: https://doi.org/10.1016/j.paid.2007.04.028

 

Cheng, Y. (2002). Factors associated with foreign language writing anxiety. Foreign Language Annals, 35(6), 647-656. doi: https://doi.org/10.1111/j.1944-9720.2002.tb01903.x

 

Costa, P.T., & McCrae, R.R. (1992). Normal personality assessment in clinical practice: The NEO personality inventory. Psychological Assessment, 4(1), 5–13. doi: https://doi.org/10.1037/1040-3590.4.1.5

 

Costa, P.T., Jr., Terracciano, A., & McCrae, R.R. (2001). Gender differences in personality traits across cultures: Robust and surprising findings. Journal of Personality and Social Psychology, 81, 322–331. doi: https://doi.org/10.1037/0022-3514.81.2.322

 

De Bolle, M., De Fruyt, F., McCrae, R.R., Löckenhoff, C.E., Costa, P.T., Jr., Aguilar-Vafaie, M.E., … Terracciano, A. (2015). The emergence of sex differences in personality traits in early adolescence: A cross-sectional, cross-cultural study. Journal of Personality and Social Psychology, 108, 171– 185. doi: https://doi.org/10.1037/a0038497

 

Delić, H., Bećirović, S., & Brdarević-Čeljo, A. (2018). Effects of grade level and gender on foreign language learning process in Bosnian high schools. International Journal of Educational Policy Research and Review, 5(6), 83-89. doi: https://doi.org/10.15739/IJEPRR.18.010

 

De Raad, B. (2000). The Big Five personality factors. Hogrefe Publishing.

 

Dewaele, J.-M. (2002). Psychological and sociodemographic correlates of communicative anxiety in L2 and L3 production. The International Journal of Bilingualism, 6, 23–38. doi: https://doi.org/10.1177/13670069020060010201

 

Dewaele, J.-M. (2007a). Predicting language learners’ grades in the L1, L2, L3, and L4: The effect of some psychological and sociocognitive variables. International Journal of Multilingualism, 4(3), 169–197. doi: https://doi.org/10.2167/ijm080.0

 

Dewaele, J.-M. (2007b). The effect of multilingualism, sociobiographical, and situational factors on communicative anxiety and foreign language anxiety of mature language learners. The International Journal of Bilingualism, 11, 391–409. doi: https://doi.org/10.1177/13670069070110040301

 

Dewaele, J.-M. (2013). The link between foreign language classroom anxiety and psychoticism, extraversion, and neuroticism among adult bi- and multilinguals. The Modern Language Journal, 97(3), 670-684. doi: https://doi.org/10.1111/j.1540-4781.2013.12036.x

 

Dewaele, J.-M., Petrides, K.V., & Furnham, A. (2008). The effects of trait emotional intelligence and sociobiographical variables on communicative anxiety and foreign language anxiety among adult multilinguals: A review and empirical investigation. Language Learning, 58(4), 911-960. doi: https://doi.org/10.1111/j.1467-9922.2008.00482.x

 

Donnellan, M.B., & Lucas, R.E. (2008). Age differences in the Big Five across the life span: Evidence from two national samples. Psychology and Aging, 23, 558–566. doi: https://doi.org/10.1037/a0012897

 

Dörnyei, Z. (2005). The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Mahwah, NJ: Lawrence Erlbaum Associates.

 

Dörnyei, Z. (2009). Individual differences: Interplay of learner characteristics and learning environment. Language Learning, 59(1), 230-248. doi: https://doi.org/10.1111/j.1467-9922.2009.00542.x

 

Dubravac, V. (2016). The impact of English on language use in the Bosnian press. In L. Buckingham, The status of English in Bosnia and Herzegovina (pp. 203-227). Multilingual Matters: Bristol, New York, Toronto.

 

Dubravac, V., Brdarević‐Čeljo, A., & Bećirović, S. (2018). The English of Bosnia and Herzegovina. World Englishes, 37(4), 635-652. doi: https://doi.org/10.1111/weng.12347

 

Dubravac, V., Skopljak, N. (2020). Foreign and multilingual language play on social sites as an identity marker. Journal of Multicultural Discourses, 15(1), 61-79. doi: https://doi.org/10.1080/17447143.2019.1701678

 

Eagly, A.H., & Steffen, V.J. (1986). Gender and aggressive behavior: A meta-analytic review of the social psychological literature. Psychological Bulletin, 100, 309–330. doi: https://doi.org/10.1037/0033-2909.100.3.309

 

Ellis, R. (2008). Individual Differences in Second Language Learning. In A. Davies, & C. Elder (Eds.), The handbook of applied linguistics (pp. 525-551). Oxford, UK: Blackwell Publishing Ltd.

 

Eysenck, H.J., & Eysenck, S.B.G. (1975). Manual on the Eysenck personality questionnaire. San Diego, CA: Educational and Industrial Testing Service.

 

Fagot, B.I., & Hagan, R. (1985). Aggression in toddlers: Responses to the assertive acts of boys and girls. Sex Roles, 12, 341-351. doi: https://doi.org/10.1007/BF00287600

 

Feingold, A. (1994). Gender differences in personality: A meta-analysis. Psychological Bulletin, 116, 429-456. doi: https://doi.org/10.1037/0033-2909.116.3.429

 

Ghorbandordinejad, F., & Ahmadabad, R. (2016). Examination of the relationship between autonomy and English achievement as mediated by foreign language classroom anxiety. Journal of Psycholinguistic Research, 45(3), 739-752. doi: https://doi.org/10.1007/s10936-015-9371-5

 

Goldberg, L.R. (1993). The structure of phenotypic personality traits. American Psychologist, 48, 26 –34. doi: https://doi.org/10.1037/0003-066X.48.1.26

 

Haan, N., Millsap, R., & Hartka, E. (1986). As time goes by: Change and stability in personality over fifty years. Psychology and Aging, 1, 220–232. doi: https://doi.org/10.1037/0882-7974.1.3.220

 

Hamzić, U., & Bećirović, S. (2021). Twice-exceptional, half-noticed: the recognition issues of gifted students with learning disabilities. MAP Social Sciences, 1(1), 13–22. doi: https://doi.org/10.53880/2744-2454.2021.1.1.13

 

Hettema, J.M., Prescott, C.A., & Kendler, K.S. (2004). Genetic and environmental sources of covariation between generalized anxiety disorder and neuroticism. American Journal of Psychiatry, 161(9), 1581-1587. doi: https://doi.org/10.1176/appi.ajp.161.9.1581

 

Hyde, J.S., & Linn, M.C. (1988). Gender differences in verbal ability: A meta-analysis. Psychological Bulletin, 104, 53–69. doi: https://doi.org/10.1037/0033-2909.104.1.53

 

Horwitz, E.K. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21(1), 112-126. doi: https://doi.org/10.1017/S0267190501000071

 

Kiany, G.R. (1998). English proficiency & academic achievement in relation to extraversion-introversion: A preliminary study. International Journal of Applied Linguistics, 8(1), 113-130.

 

Kitano, K. (2001). Anxiety in the college Japanese language classroom. The Modern Language Journal, 85(4), 549-566. doi: https://doi.org/10.1111/0026-7902.00125

 

Kovačević, F., Brdarević-Čeljo, A. & Bećirović, S. (2018). Opportunities and Challenges Facing Bosnian High-School EFL Learners. European Researcher, Series A, 9(4), 298-306. doi: https://doi.org/10.13187/er.2018.4.298

 

Lamb, M.E., Chuang, S.S., Wessels, H., Broberg, A.G., & Hwang, C.P. (2002). Emergence and construct validation of the Big Five factors in early childhood: A longitudinal analysis of their ontogeny in Sweden. Child Development, 73, 1517–1524. doi: https://doi.org/10.1111/1467-8624.00487

 

Laličić, A., & Dubravac, V. (2021). The role of reading in English language classrooms. MAP Social Sciences, 1(1), 23 -36. doi: https://doi.org/10.53880/2744-2454.2021.1.1.23

 

Latić, E., & Brdarević Čeljo, A. (2018). An exploration of beliefs about gender differences in language use. Journal of Language and Education, 4(3), 48-57. doi: https://doi.org/10.17323/2411-7390-2018-4-3-48-57

 

Loo, R. (1979). Role of primary personality factors in the perception of traffic signs and driver violations and accidents. Accident Analysis & Prevention, 11(2), 125-127. doi: https://doi.org/10.1016/0001-4575(79)90020-4

 

Lu, Z., & Liu, M. (2011). Foreign language anxiety and strategy use: A study with Chinese undergraduate EFL learners. Journal of Language Teaching and Research, 2, 1298–1305. doi: https://doi.org/10.14746/ssllt.2015.5.1.4

 

Mac Giolla, E., & Kajonius, P.J. (2019). Sex differences in personality are larger in gender equal countries: Replicating and extending a surprising finding. International journal of psychology: Journal international de psychologie, 54(6), 705–711. doi: https://doi.org/10.1002/ijop.12529

 

MacIntyre, P.D., & Charos, C. (1996). Personality, Attitudes, and Affect as Predictors of Second Language Communication. Journal of Language and Social Psychology, 15(1), 3–26. doi: https://doi.org/10.1177/0261927X960151001

 

Mašić, A., Polz, E. & Bećirović, S., (2020). The Relationship between Learning Styles, GPA, School Level and Gender. European Researcher. Series A, 11(1), 51-60. doi: https://doi.org/10.13187/er.2020.1.51

 

Matsuda, S., & Gobel, P. (2004). Anxiety and predictors of performance in the foreign language classroom. System, 32, 21–36. doi:https://doi.org/10.1016/j.system.2003.08.002

 

McCrae, R.R., Costa, P.T., Jr., Pedroso de Lima, M., Simoes, A., Ostendorf, F., Angleitner, A., Marusic, I., Bratko, D., Caprara, G.V., Barbaranelli, C., Chae, J.-H., & Piedmont, R.L., (1999). Age differences in personality across the adult life span: Parallels in five cultures. Developmental Psychology, 35, 466–477. doi: https://doi.org/10.1037/0012-1649.35.2.466

 

McGue, M., Bacon, S., & Lykken, D.T. (1993). Personality stability and change in early adulthood: A behavioral genetic analysis. Developmental Psychology, 29, 96–109. doi: https://doi.org/10.1037/0012-1649.29.1.96

 

Mihaljević Djigunović, J. (2002). Strah od stranog jezika. Zagreb: Naklada Ljevak.

 

Moyer, M. (2007). Researching as practice: Linking theory, method and data. In L. Wei & M. Moyer (eds.), The Blackwell handbook of research: Methods in bilingualism and multilingualism (pp. 21-41). Oxford: Blackwell.

 

Onwuegbuzie, A., Bailey, P., & Daley, C.E. (1999). Factors associated with foreign language anxiety. Applied Psycholinguistics, 20(2), 217-239, doi: https://doi.org/10.1017/S0142716499002039

 

Onwuegbuzie, A.J., Slate, J., Paterson, F., Watson, M. & Schwartz, R. (2000). Factors associated with underachievement in educational research courses. Research in the Schools, 7, 53–65.

 

Ormel, J., & Wohlfarth, J. (1991). How neuroticism, long-term difficulties, and life situation change influence psychological distress: A longitudinal model. Journal of Personality and Social Psychology, 60, 744–755. doi: https://doi.org/10.1037/0022-3514.60.5.744

 

Öztürk, G., & Gürbüz, N. (2014). Speaking anxiety among Turkish EFL learners: The case at a state university. Journal of Language and Linguistic Studies, 10(1), 1-17.

 

Park, G.P., & French, B.F. (2013). Gender differences in the foreign language classroom anxiety scale. System, 41(2), 462-471. doi: https://doi.org/10.1016/j.system.2013.04.001

 

Petrides, K.V., Chamorro-Premuzic, T., Frederickson, N., & Furnham, A. (2005). Explaining individual differences in scholastic behaviour and achievement. British Journal of Educational Psychology, 75(2), 239–255. doi: https://doi.org/10.1348/000709904X24735

 

Ribo, R., & Dubravac, V. (2021). The influence of the English language on BCS with the focus on the business register. MAP Education and Humanities, 1(1), 20-27. doi: https://doi.org/10.53880/2744-2373.2021.1.1.20

 

Ridgell, S. D., & Lounsbury, J. W. (2004). Predicting Academic Success: General Intelligence, "Big Five" Personality Traits, and Work Drive. College Student Journal, 38(4), 607–619.

 

Roberts, B.W., Caspi, A., Moffitt, T. (2001). The kids are alright: Growth and stability in personality development from adolescence to adulthood. Journal of Personality and Social Psychology, 81, 670–683. doi: https://doi.org/10.1037/0022-3514.81.4.670

 

Robins, R.W., Fraley, R.C., Roberts, B.W., & Trzesniewski., K. (2001). A longitudinal study of personality change in young adulthood. Journal of Personality, 69, 617–640. doi: https://doi.org/10.1111/1467-6494.694157

 

Rubinstein, G. (2005). The big five among male and female students of different faculties. Personality and Individual Differences, 38(7), 1495–1503. doi: https://doi.org/10.1016/j.paid.2004.09.012

 

Saito, Y., & Samimy, K.K. (1996). FLA and language performance: a study of learner anxiety in beginning, intermediate and advanced-level college students of Japanese. Foreign Language Annals, 29(2), 239-251.

 

Şimşek, E., & Dörnyei, Z. (2017). Anxiety and L2 self-images: The “Anxious Self”. In C. Gkonou, J.-M. Dewaele & M. Daubney New insights into language anxiety. theory, research and educational implications, (Ed.) (pp. 51– 69). Bristol: Multilingual Matters.

 

Skopljak, N., Dubravac, V. (2019). The impact of English on the Bosnian language and the use of English words in Bosnian, HUM 14 (22), 138 -156.

 

Soto, C.J., John, O. P., Gosling, S.D., & Potter, J. (2011). Age differences in personality traits from 10 to 65: Big-Five domains and facets in a large cross-sectional sample. Journal of Personality and Social Psychology, 100, 330–348. doi: https://doi.org/10.1037/a0021717

 

Spielberger, C.D. (1983). Manual for the State-Trait Anxiety Inventory STAI (Form Y). Palo Alto, CA: Consulting Psychologists Press.

 

Sultan, S. (2012). Students’ perceived competence affecting level of anxiety in learning English as a foreign language. Pakistan Journal of Psychological Research, 27(2), 225-239.

 

Trzesniewski, K.H., Donnellan, M.B., & Robins, R.W. (2003). Stability of self-esteem across the life span. Journal of Personality and Social Psychology, 84, 205–220. doi: https://doi.org/10.1037/0022-3514.84.1.205

 

Wakamoto, N. (2007). The impact of extraversion/introversion and associated learner strategies on English language comprehension in a Japanese EFL setting. Unpublished Doctoral Dissertation, University of Toronto, Canada. ProQuest.

 

Weisberg, Y.J., Deyoung, C.G., & Hirsh, J.B. (2011). Gender Differences in Personality across the Ten Aspects of the Big Five. Frontiers in psychology, 2, Article 178, 1-11. doi: https://doi.org/10.3389/fpsyg.2011.00178

 

Wilson, R.G., & Lynn, R. (1990). Personality, intelligence components and foreign language attainment. Educational Psychology, 10, 57-71. doi: https://doi.org/10.1080/0144341900100105

 

Woodrow, L. (2006). Anxiety and speaking English as a second language. RELC Journal, 37, 308-328. doi: https://doi.org/10.1177/0033688206071315

 

World Economic Forum (2021). Global Gender Gap Report. Retrieved from:

https://www3.weforum.org/docs/WEF_GGGR_2021.pdf

 

Yaikhong, K., & Usaha, S. (2012). A measure of EFL public speaking class anxiety: Scale development and preliminary validation and reliability. English Language Teaching, 5(12), 23-35. http://dx.doi.org/10.5539/elt.v5n12p23

 

Zafar, S., Khan, Z.A., & Meenakshi, K. (2017). Extraversion-Introversion Tendencies and their Relationship with ESL Proficiency: A Study of Chinese Students in Vellore, India. Pertanika Journal of Social Sciences & Humanities, 25(2), 687-703.

 

Zheng, Y., & Cheng, L. (2018). How does anxiety influence language performance? From the perspectives of foreign language classroom anxiety and cognitive test anxiety. Lang Test Asia, 8(13). doi: https://doi.org/10.1186/s40468-018-0065-4

 

 

How to cite this article: Saračević, J., Dubravac, V. Brdarević-Čeljo, A. & Bećirović, S. (2021). Anxiety, neuroticism and extraversion among EFL learners. Journal of Linguistic and Intercultural Education – JoLIE, 14(1), 143-162. doi: https://doi.org/10.29302/jolie.2021.14.1.8

 

 

For details on subscription, go to: http://jolie.uab.ro/index.php?pagina=-&id=19&l=en