The impact of gender on English learning approaches for outgoing learners: Unveiling intriguing insights

Abstract

The primary objective of this research was to examine how gender influences self-perceived extroverted learners in their choice and application of language acquisition strategies. This research employs an intricate descriptive methodological framework alongside a multi-method paradigm to investigate the impacts of gender on the self-perceived extroverts’ language acquisition strategies. The participant’s extroversion identification was self-determined, premised on the Myers-Briggs Type Indicator (MBTI). Data was accumulated via survey questionnaires and subsequent interviews, thereby furnishing both quantitative and qualitative perspectives. The derived findings uncover discrepancies between female and male extroverts concerning their predilections and strategic approaches. Female extroverts display a positive association with colors, interpreting them as augmenting engagement, personalization, and mnemonic aid. Conversely, male extroverts voice apprehensions about colors being diverting or detrimental to their instinctual learning progression, favoring a streamlined, content-centric method. Female extroverts underscore immersive and interactive experiences, enriching real-world communication competencies and personal connection to the language. Male extroverts exhibit a preference for diversified experiences, pragmatic application, and autonomous exploration. Female extroverts perceive the act of seeking clarification as indispensable for active engagement, communication, vocabulary enhancement, and cultural comprehension, while male extroverts prioritize self-guided discovery, problem-solving, and learning within context.

Keywords:

• English language learning strategies
• self-perceived extroverts
• gender
• impact

1. Introduction

The escalating preeminence of English as an international vehicular language, particularly within sectors such as commerce, scientific research, and technology throughout Vietnam, necessitates superior communicative proficiency in this language (Vu & Peters, 2021). Catering to the demands of multinational corporations and foreign investors mandates an advanced command of English (Yeheskel & Rawal, 2019), while scholars are anticipated to adeptly partake in intellectual discourse with global contemporaries. Therefore, the intensified focus on English proficiency requires progressive pedagogical strategies to maintain economic competitiveness (Thao & Mai, 2020). Determining students’ favored learning methodologies is crucial for effective language instruction and addressing diverse educational needs. This methodology augments the capacity of educators to individualize instructional execution, bolstering language assimilation (Lestari & Wahyudin, 2020), through the strategic design of captivating curricula, provision of exacting evaluative responses, and support of efficacious pedagogical strategies (Nisbet & Shucksmith, 2017). This nurtures self-perception, growth, and development, particularly for extroverted students who are inclined to exhibit unique learning styles (Petric, 2022). While there is extant literature on extroverted language learners (e.g., Noprianto, 2017; Shehni & Khezrab, 2020), a comprehensive understanding of the influence of gender on extroverted language learners remains inadequately investigated. Therefore, this research was embarked upon to probe whether male and female extroverts approach English language learning distinctively.

2. Literature review

2.1. Characteristics of extroverts

Within the sphere of English language assimilation, Petric (2022) posits that extroverted language learners typically manifest the following attributes:

• Congenial and Sociable: Extroverted language learners derive pleasure from interpersonal interactions and frequently seek opportunities to refine their linguistic competencies with native speakers.

• Confident: Extroverted language learners characteristically exude confidence in their abilities, exhibiting fearlessness in taking risks and making mistakes. They may display an enhanced inclination to participate in classroom activities and engage in dialogues with others.

• Vibrant: Extroverted language learners are often endowed with considerable energy and enthusiasm, potentially making them efficacious and motivated learners. They frequently demonstrate keenness to experiment with novel concepts and derive satisfaction from exploring the target language.

• Collaborative: Extroverted language learners generally prefer collective learning environments and derive gratification from cooperation with others. They may perceive value in group tasks and activities that encourage peer collaboration.

• Open-minded: Extroverted language learners routinely demonstrate receptivity and a preparedness to embrace novel experiences. They express curiosity in foreign cultures and may exhibit an amplified willingness to immerse themselves in the language and culture under study.

It is imperative to recognize that these traits are not universally applicable and may fluctuate among individuals. Certain extroverted language learners may embody unique personalities and learning styles, necessitating the contemplation of these variations when devising language learning curricula and activities.

2.2. English learning strategies

The application of learning strategies can be construed as a mechanism to expedite the assimilation and fortification of knowledge (Nisbet & Shucksmith, 2017). These strategies embody a wide spectrum of techniques, incorporating elements such as note-taking (Salame & Thompson, 2020), memorization (Oanh & Hien, 2006), self-assessment (Nisbet & Shucksmith, 2017), and soliciting feedback (Leenknecht et al., 2019). Within the ambit of English language pedagogy, English learning strategies pertain to the unique tactics and methodologies that learners adopt to acquire and augment their linguistic proficiency. These strategies include activities such as refining reading, writing, listening, speaking, and grammatical competencies (Hashim et al., 2018), in conjunction with metacognitive techniques like goal-setting, progress monitoring, and self-evaluation (Channa et al., 2015). The effective deployment of these English learning strategies can serve as a linchpin in enabling learners to enhance their communicative competence and language proficiency.

2.3. Oxford’s framework of English learning strategies

The Oxford schematic for learning strategies (Oxford, 2003) posits that learning strategies can be compartmentalized into six interlinked domains: cognitive, metacognitive, memory-related, compensatory, affective, and social. The execution of this framework within the Vietnamese milieu has indicated a predilection for memory-related strategies, such as rote memorization (Cong-Lem, 2019), while the utilization of metacognitive strategies presents obstacles (Nguyen & Trinh, 2011). Cultural and social variables may influence the efficacy of affective and social strategies (Nguyen et al., 2006). Nonetheless, it is imperative to factor in cultural, educational, and pedagogical nuances when adapting the Oxford’s framework to the Vietnamese context (Vu, 2021).

2.3.1. Cognitive language learning strategies

The investigation of cognitive learning strategies, which pertain to mental activities engaged in the absorption and conservation of information, has garnered substantial scholarly interest (DiCarlo, 2017). Among the cognitive learning strategies deemed effective in language acquisition are chunking, elaboration, visualization, association, and repetition. Empirical research has underscored the positive correlation between the deployment of these strategies and enhanced language proficiency outcomes, as exemplified in the study conducted by Chang and Liu (2013), which disclosed significant advancement in the language competency of Taiwanese students. Consequently, comprehending and employing cognitive learning strategies is pivotal for augmenting language proficiency and communicative competence.

2.3.2. Metacognitive language learning strategies

Metacognitive learning strategies encompass sophisticated cognitive processes and self-regulation techniques that equip individuals to strategize, monitor, and evaluate the efficacy of their learning endeavors (Leutwyler, 2009). These strategies, including self-assessment, goal setting, and reflection, have been correlated with superior language learning outcomes (Vandergrift & Tafaghodtari, 2010; Wang & Wang, 2018). The implementation of metacognitive strategies has been demonstrated to significantly enhance listening comprehension (Vandergrift & Tafaghodtari, 2010) and writing skills (Wang & Wang, 2018) among learners. These strategies are especially beneficial in scenarios where setting objectives and monitoring progress, such as preparing for English proficiency examinations, is a priority.

2.3.3. Memory-related language learning strategies

The deployment of memory-related learning strategies, which correspond to techniques used for retaining and retrieving information, can substantively augment language learning outcomes (Bala & Bala, 2018). Numerous investigations have substantiated the efficacy of memory-related mechanisms, such as repetition, elaboration, and visualization, in enhancing language proficiency (Barcroft & Sommers, 2005; Chang, 2015). Given the critical role vocabulary, grammar, and other linguistic structures occupy in efficacious language learning and proficiency examination preparation, memory-related strategies are indispensable for the attainment of language proficiency and communicative competence.

2.3.4. Compensatory language learning strategies

Compensatory learning strategies embody techniques leveraged to offset linguistic limitations, including circumlocution, context guessing, and nonverbal communicative methods (Mutlu et al., 2019). The advantageous impact of these strategies on language learning outcomes has been validated by empirical research (Gani et al., 2015; Izzah et al., 2021). These strategies are particularly beneficial for individuals grappling with specific linguistic deficiencies and can serve to facilitate effective communication among those confronting difficulties in grammar or vocabulary.

2.3.5. Affective language learning strategies

The employment of affective learning strategies involves implementing methods for managing emotions and attitudes within the context of language acquisition (Robles, 2018), including techniques such as encouraging positive self-talk, setting objectives, and securing social support. Empirical evidence underpins the beneficial influence of these strategies on language learning outcomes (Zakaria et al., 2019). These methods are particularly beneficial for learners who confront hurdles in motivation, anxiety, or attitude and can enhance language proficiency and communicative competence through the regulation of emotional and attitudinal factors.

2.3.6. Social language learning strategies

Social learning strategies comprise methods for language assimilation via interpersonal communication and collaboration, incorporating components such as peer instruction, soliciting evaluative feedback, and negotiating meaning. The application of these strategies has been demonstrated to exert a positive influence on language learning outcomes (Oflaz, 2019; Vygotsky & Cole, 1978). These strategies are especially advantageous for learners aiming to attain communicative proficiency and engage with native speakers of the target language. Participation in cooperative endeavors with proficient speakers or fellow learners can enhance language proficiency within educational or professional contexts.

2.4. Gender effects on language learners’ choice of learning strategies

The extant literature validates the considerable impact of gender on the strategic preferences of language learners. Numerous investigations have unveiled gender-centric disparities in the deployment of language learning strategies across multiple target languages. For instance, Cheng and Dörnyei (2007) observed that female learners of English demonstrated a preference for social strategies, while their male counterparts exhibited an inclination towards cognitive strategies. Similarly, Oxford and Ehrman (1992) discerned distinct gender predilections among Spanish learners, with females utilizing more affective strategies and males demonstrating a preference for metacognitive ones. Furthermore, an investigation by Namaziandost et al. (2019) into the use of strategies for speaking tasks among English as a second language learners unveiled gender-related discrepancies within specific language domains. Female learners exhibited a tendency towards fluency and accuracy strategies, whereas males deployed communication strategies more frequently. In summary, the scholarly discourse underscores gender’s pivotal role in shaping language learning strategies, highlighting the imperative for a gender-inclusive approach in instructional design and learner support. Gender-specific tendencies, such as females’ propensity for social and affective strategies and males’ predilection for cognitive and metacognitive strategies, along with skill-specific disparities, are discernible across various language skills.

It is of noteworthy significance that the prevailing literature has predominantly concentrated on investigating the gender-based impact on students’ selection of learning strategies in a broad sense, without considering the potential intersectionality of gender and other personality traits. To the best of our knowledge, no studies have specifically scrutinized the potential divergence in the learning strategies of male and female extroverts. This represents a substantial lacuna in the field of English teaching and learning, as it is plausible that the interplay of gender and extroversion could further influence the selection and efficacy of learning strategies. Consequently, the present research sought to navigate this unexplored landscape to furnish a more nuanced and comprehensive understanding of language learning strategies.

3. Methods

3.1. Research design

This investigation deploys a descriptive methodology and a mixed-methods paradigm to scrutinize the degree to which gender engenders divergences in the English language learning strategies of self-perceived extroverts. Students were solicited to self-determine their extroversion status predicated on the results of the Myers-Briggs Type Indicator (MBTI), a validated psychometric instrument (Myers & McCaulley, 1988). The research design encompasses the accumulation of both quantitative and qualitative data through a synthesis of survey questionnaires and follow-up interviews, respectively. This bifurcated data collection methodology (Glik et al., 2005) facilitates a nuanced understanding of the prevalent learning strategies within the student populace. The survey questionnaires yield numerical data amenable to statistical scrutiny, unearthing common patterns and tendencies. In contrast, the follow-up interviews proffer qualitative insights, enabling a more in-depth exploration of the students’ experiences and perspectives, thereby augmenting our comprehension of their predilections and evaluations of the strategies’ efficacy. By employing both data collection modalities, the study engenders an accurate and comprehensive depiction of how gender precipitates divergences among female and male extroverts in terms of language learning strategies. The layered insights, derived from combining psychometric profiling with mixed-methods research, present a pioneering approach in the fields of language and gender, propelling forward the understanding of how individual personality traits, coupled with gender, influence language acquisition strategies.

3.2. Participants

As this manuscript constitutes an integral fragment of a broader research endeavor, the study subjects were enlisted from a demographic encompassing 68 undergraduate students majoring in English language studies. The age range of these students was between 18 to 22 years old, and they were all of Vietnamese nationality. Their proficiency in English was commendable, especially considering that they are English-major students. Post the administration of the MBTI test, extroverts were delineated as the official participants for this empirical examination. Specifically, the research subjects were elected from a subset of 17 students, who self-identified as extroverts and were in pursuit of an English major, inclusive of 4 males and 13 females. Participants were judiciously selected for ensuing interviews to ensure a representative stratification of the sample, adhering to the preferred learning strategy categories extrapolated from the quantitative data procured through the administration of a questionnaire survey. The study was executed with stringent compliance to ethical guidelines, inclusive of the assurance of confidentiality and anonymity for participants who had proffered informed consent. The primary objective of this research was to amass a deeper comprehension of the gender effects on the choices of learning strategies of female and male extroverted learners.

3.3. Data collection instruments

3.3.1. Questionnaire

A survey questionnaire was used to determine the extent to which participants deployed learning strategies for English language mastery. The questionnaire comprised 20 items, primarily oriented towards evaluating the application of cognitive strategies (Q4. Practicing, repeating, and implementing formulas; Q5. Skimming and scanning; Q6. Translating, utilizing general rules and situational application; Q7. Note-taking and summarizing), metacognitive strategies (Q11. Concentration on specific tasks or activities; Q12. Reading literature to assimilate knowledge; Q13. Constructing a timetable to orchestrate the environment; Q14. Identifying, assessing, locating, and rectifying errors), memory-related strategies (Q1. Memorizing images, keywords, and auditory cues; Q2. Employing different hues or highlights to denote words; Q3. Flashcard usage), compensatory strategies (Q8. Inferring word meanings; Q9. Employing suffixes, prefixes, word order, and other linguistic clues; Q10. Searching for pertinent information in scholarly materials), affective strategies (Q15. Practicing meditation; Q16. Listening to music; Q17. Self-conversation to bolster self-confidence), and social learning strategies (Q18. Utilizing checklists for peer-evaluation; Q19. Requesting clarification; Q20. Collaborating with others). The survey items were adapted from previous works, specifically based on Oxford (2003). The survey amalgamated both quantitative and qualitative components, soliciting evaluations of strategies on a Likert-type scale and open-ended responses concerning participants’ experiences and preferences. The questionnaire underwent a rigorous process of reliability and validity testing to confirm its robustness, with a 0.89 Cronbach’s alpha score indicative of its reliability and a validation process involving content validation and expert review affirming its validity. Furthermore, a Descriptive Statistics Frequencies test was computed to assess the normal distribution of participants’ responses to the questionnaire (M = 3.43; Median = 3.50; Skewness= −.11). The objective of the questionnaire was to furnish an exhaustive understanding of participants’ preferred learning strategies for English language mastery, with the data scrutinized using descriptive and inferential statistical methods to discern patterns in preferred learning strategies.

3.3.2. Semi-structured Interviews

The qualitative interview facet of the study aimed to procure rich, nuanced perspectives and experiences from a purposively selected subset of participants regarding their preferred English language learning strategies. The semi-structured interview format facilitated open-ended and unrestricted exploration, with questions contrived to extract information about participants’ utilization of diverse learning strategies, their predilections, and their subjective evaluations of their effectiveness. Interviews were conducted face-to-face and were recorded and transcribed for subsequent analysis. The interview questions were informed by questionnaire survey results and sought to yield a deeper comprehension of participants’ perceptions and experiences concerning their preferred learning strategies. For instance, questions might have included inquiries such as “Can you describe a situation where you employed collaborative learning as a strategy? To what extent was it effective for you?” or “What learning strategies do you customarily deploy when preparing for an English language proficiency examination?”

3.4. Data analysis

The current investigation employed a convergent parallel mixed-methods design, amalgamating both quantitative and qualitative methodologies in the data collection and interpretive process. The quantitative data was scrutinized using the Statistical Package for Social Sciences (SPSS) software, with a scale test implemented to appraise the reliability and validity of the survey questionnaire. An Independent Sample t-test was executed to ascertain any significant discrepancies between the responses of female and male extroverted learners to the learning strategies. For the effect size analyses, a significant effect size was set at p < .05 (Cohen, 2013). Simultaneously, the qualitative data derived from the semi-structured interviews underwent a process of thematic analysis. The verbatim transcriptions were meticulously dissected via a deductive approach to discern recurring themes and patterns in the participants’ responses. To ensure the trustworthiness of the qualitative results, a process of triangulation was incorporated, wherein some participants were also involved in reviewing the data. Their feedback and perspectives contributed to a more well-rounded analysis, enhancing the robustness of the identified themes. These themes were subsequently coded and categorized based on their relevance to the research questions, undergoing a cyclical refinement process until a final set emerged. Ultimately, the quantitative and qualitative data were synthesized to furnish a comprehensive and integrated understanding of how gender influences the preferential learning strategies of extroverted learners, proffering invaluable insights for language educators and learners to customize pedagogical approaches and enhance the efficacy of language instruction.

4. Results and discussions

To investigate potential disparities arising from the influence of gender on learning strategies among extroverted individuals of both genders, an Independent Sample t-test was run. Table 1 presents the outcomes of the test.

Table 1. The potential disparities arising from the influence of gender on learning strategies among extroverted individuals of both genders

Learning Strategies	Gender	N	Mean	SD	SEM	p	d
Q1. Memorizing images, keywords, and sounds	Male	4	3.00	.82	.41	.33	-
	Female	13	3.62	1.12	.31
Q2. Using different colors or highlights to indicate words	Male	4	2.75	.96	.48	.02	1.35
	Female	13	3.92	.76	.21
Q3. Using flashcard	Male	4	2.50	1.29	.65	.88	-
	Female	13	2.62	1.33	.37
Memory-based Strategies	Male	4	2.75	.69	.34	.10	-
	Female	13	3.38	.61	.17
Q4. Practicing, repeating, and applying formulas	Male	4	3.75	.50	.25	.83	-
	Female	13	3.85	.80	.22
Q5. Skimming and scanning	Male	4	3.75	1.50	.75	.97	-
	Female	13	3.54	.88	.24
Q6. Translating, utilizing general rules and applying them to situations	Male	4	3.75	.96	.48	.97	-
	Female	13	3.77	.83	.23
Q7. Taking notes and summarizing	Male	4	3.75	.96	.48	.97	-
	Female	13	3.77	.83	.23
Cognitive Strategies	Male	4	3.75	.29	.14	.94	-
	Female	13	3.73	.50	.14
Q8. Guessing word meanings	Male	4	3.50	1.29	.65	.86	-
	Female	13	3.62	1.04	.29
Q9. Utilizing suffixes, prefixes, word order, and other linguistic clues	Male	4	3.00	.82	.41	.37	-
	Female	13	3.46	.88	.24
Q10. Seeking for relevant information in journals/textbooks	Male	4	4.00	1.41	.71	.48	-
	Female	13	3.62	.77	.21
Compensation Strategies	Male	4	3.50	.64	.32	.87	-
	Female	13	3.56	.70	.19
Q11. Focusing on certain tasks or activities	Male	4	2.50	1.00	.50	.03	1.25
	Female	13	3.62	.77	.21
Q12. Reading books to get the knowledge	Male	4	3.50	1.29	.65	.95	-
	Female	13	3.54	.88	.24
Q13. Setting up a timetable to organize the surroundings	Male	4	3.00	1.41	.71	.51	-
	Female	13	3.38	.87	.24
Q14. Recognizing, evaluating, locating, and fixing faults	Male	4	3.75	1.26	.63	.65	-
	Female	13	3.46	1.05	.29
Metacognitive Strategies	Male	4	3.19	.77	.39	.41	-
	Female	13	3.50	.61	.17
Q15. Practicing meditation	Male	4	3.25	.96	.48	.63	-
	Female	13	2.92	1.19	.33
Q16. Listening to music	Male	4	4.00	1.41	.71	.59	-
	Female	13	3.54	1.27	.35
Q17. Self-talking to boost self-confidence	Male	4	3.00	.82	.41	.66	-
	Female	13	3.23	.93	.26
Affective Strategies	Male	4	3.42	.57	.28	.72	-
	Female	13	3.23	.94	.26
Q18. Using checklists for peer-assessment	Male	4	3.00	1.63	.82	.82	-
	Female	13	3.15	.99	.27
Q19. Asking for clarification	Male	4	2.50	.58	.29	.03	1.57
	Female	13	3.85	1.07	.30
Q20. Cooperating with others	Male	4	3.00	1.83	.91	1.00	-
	Female	13	3.00	1.08	.30
Socio Strategies	Male	4	2.83	.33	.17	.27	-
	Female	13	3.33	.84	.23

The results show that no substantial disparity was observed between the self-identified extroverted male and female learners’ proclivity for English learning strategies across six primary categories, namely memory-related strategies (p = .10), cognitive strategies (p = .94), compensation strategies (p = .87), metacognitive strategies (p = .41), affective strategies (p = .72), and socio-cultural strategies (p = .27). However, a more nuanced analysis revealed specific learning strategies, such as utilizing distinct colors or highlights to denote words, concentrating on certain tasks or activities, and soliciting clarification, which distinguished female extroverts from their male counterparts (p < .05). Further, the Cohen’s d values signified that the appreciable disparities concerning the self-identified extroverts’ perceptions of employing different colors or highlights to denote words, honing in on specific tasks or activities, and seeking clarification were attributable to gender-specific influences.

Regarding qualitative data collected from the interviews, it is reported that the students explained why they preferred or not a particular learning strategy, which helped the current study indicate the effects of gender on self-identified extroverted language learners’ perceptions.

4.1. Using different colors or highlights to indicate words

When comparing the perspectives of female extroverts and male extroverts on the use of colors in language learning, the provided excerpts reveal distinct viewpoints that can be discussed in relation to previous studies on gender differences and learning preferences. Female Extrovert 1 and Female Extrovert 2 expressed a positive and personal connection to colors in language learning. Female Extrovert 1, for instance, described how colors evoke emotions and associations, adding depth and personalization to her learning experience. She said,

Certain colors have psychological connections, bringing out feelings and imagery when assigned to specific words. This adds depth and personalization to my language learning experience.

Female Extrovert 2 found that colors made studying joyful and fun, igniting her enthusiasm and serving as a powerful memory aid. She shared,

Vibrant hues ignite my enthusiasm, transforming the material into a visual party. Highlighting words with different colors is more than aesthetics; it is a potent memory aid. Each color acts as a visual cue, aiding recall and meaning association.

These perspectives suggest that female extroverts may have a strong appreciation for the visual and emotional aspects of colors, and they perceive them as enhancing their engagement and personal connection to the language.

On the other hand, Male Extrovert 3, Male Extrovert 2, and Male Extrovert 4 expressed reservations or concerns about the use of colors in language learning. Male Extrovert 3 found colors and highlights distracting, diverting his focus from understanding the content. Male Extrovert 2 preferred to associate words and meanings based on context and understanding, considering color-coded cues as superficial distractions. He shared,

I favor learning words and meanings through context for an authentic knowledge base, seeking a deep language connection, with colors potentially distracting from it.

Male Extrovert 4 shared a similar perspective, stating that assigning specific colors and creating visual hierarchies hindered his natural learning process and preoccupied his attention. He remarked,

As an extrovert, social engagement fuels me. Personal color choices can feel isolating and may not support the communal aspect of language learning I cherish.

These viewpoints suggest that male extroverts may prioritize a more streamlined and direct approach to learning, focusing on the content itself rather than incorporating additional visual elements.

Additionally, Male Extrovert 1 emphasized an appreciation for words and their meanings in their pure form, without the filter of colors. While not explicitly mentioning extroversion, his desire to absorb the language as it is and embrace the inherent power and beauty of words aligns with a more introspective and conceptually driven approach. He shared,

I believe in appreciating the richness and inherent beauty of words in language learning, without reducing them to colors. My preference is to absorb language in its pure form, sans color filters.

This perspective suggests that some male extroverts may value a deep and authentic connection with the language, focusing on its intrinsic qualities rather than external visual stimuli.

When considering extroverted tendencies, previous studies suggest that both male and female extroverts often seek external stimuli and social interaction to enhance their learning experiences. They thrive in dynamic and socially engaging learning environments (Petric, 2022). However, individual differences within gender categories must be acknowledged, and not all extroverts will have the same preferences or responses to the use of colors in language learning. The perspectives of female extroverts and male extroverts on using colors in language learning highlight potential differences influenced by a combination of gender and individual traits. Female extroverts may have a stronger affinity for the visual and emotional aspects of colors (Tsunoda, 2007), perceiving them as enhancing their engagement and personal connection to the language. In contrast, male extroverts may prioritize a more streamlined and direct approach, focusing on the content itself and perceiving colors as potential distractions (Khan & Majumdar, 2017). Interestingly, when comparing the results of this research with previous studies, it is evident that cultural factors and regional nuances might play a significant role in determining these preferences. For instance, studies from Southeast Asia often emphasize the importance of color in enhancing memory retention and mood (Nguyen et al., 2021), while European research tends to focus more on the structural aspects of language learning without much emphasis on color (Malt & Majid, 2013). Such comparative insights provide a richer context, suggesting that regional educational practices, cultural values, and even aesthetic preferences can shape learners’ responses to educational tools and techniques.

4.2. Focusing on certain tasks or activities

Female Extroverts 1, 2, 3, and 4 emphasized the significance of tasks and activities in their language learning experiences. They highlighted the immersive nature of these tasks, such as group discussions, language exchange programs, and study groups, which created interactive environments for practicing real-life communication skills. Female Extrovert 1 expressed the importance of tasks and activities for setting goals, tracking progress, and boosting confidence, as reported,

Task-focused activities are vital for my English learning. They immerse me in the language through group discussions and language exchange programs, fostering an interactive environment. This enables me to practice real-life communication skills and meaningfully apply what I have learned.

Meanwhile, Female Extrovert 3 added that they catered to her extroverted nature, providing opportunities for social interaction and collaboration. She said,

Tasks provide purpose, direction, and goal-setting, boosting confidence and motivation through visible improvement. They cater to extroverted learners like me, fostering social interaction, collaboration, and enjoyable learning experiences in study groups and immersion programs.

Besides, Female Extrovert 4 valued tasks and activities for bringing excitement, variety, and unique language exploration opportunities. She stated,

Tasks and activities bring excitement and variety, breaking the monotony of traditional studying. Watching movies, joining language events or workshops, and exploring culture through music and literature offer me unique language exploration opportunities.

Similarly, Female Extrovert 2 emphasized that they deepened her connection with the language, making it part of her everyday life. She shared,

These focused tasks deepen my connection with the language. Active participation and immersion build a personal relationship with English beyond mere study. It becomes part of my everyday life, accelerating learning and fueling my passion for continuous improvement.

In contrast, Male Extroverts 1 and 2 presented different perspectives on the role of tasks and activities. Male Extrovert 2 valued diversity and a wide range of experiences in his learning journey, and he found that being confined to rigid tasks could feel restrictive and hinder his natural inclination for exploration. He preferred an open-ended approach allowing him to follow his curiosity and engage in various activities. He stated,

I thrive on diverse learning experiences. While tasks provide initial structure, they can become monotonous. I value freedom to explore and satisfy my curiosity, finding rigid tasks restrictive and stifling to my natural inclination for exploration.

In addition, Male Extrovert 1 emphasized the real-world application of language learning and valued a holistic approach that involves interacting with the language in diverse settings and with different people. He said,

I believe language learning should be practical, using English in real-world situations. Diverse activities and contexts enhance my communication skills and adaptability. I prefer a holistic approach, interacting with the language in diverse settings and with different people.

Furthermore, Male Extrovert 4 emphasized the importance of social interaction and collaboration, aligning with extroverted tendencies. He believed that focusing solely on specific tasks can limit dynamic conversations and idea exchange, and he finds collaborative learning environments to be more fulfilling. He stated,

As an extrovert, social interaction and collaboration are crucial. I thrive on diverse perspectives and engaging with others. Limiting focus to tasks hampers dynamic conversations and idea exchange. Collaborative learning with diverse individuals enriches my experience.

As shown, female extroverts prioritize immersive tasks, enhancing confidence and social interaction while male extroverts value diversity, practical application, exploration, and social interaction. These perspectives suggest potential discrepancies influenced by gender and individual traits. They align with existing research, highlighting female extroverts’ inclination for interactive and goal-oriented activities and male extroverts’ appreciation for varied experiences, practical application, exploration, and social interaction (Sørensen, 2013). When comparing these findings to other regional and/or international studies, some interesting patterns emerge. For instance, studies conducted in East Asia show a heightened emphasis on social interaction among both genders, possibly due to the collectivist nature of many East Asian societies (Gan, 2009). In contrast, European studies often underscore the importance of practical application and exploration, especially among male extroverts, reflecting a more individualistic educational approach (Coyle, 2007). These differences and similarities across regions underscore the influence of cultural and societal norms on learning preferences, further enriching our understanding of extroverted learners globally.

4.3. Asking for clarification

Female Extroverts 1, 2, 3, and 4 highlighted the importance of asking for clarification in their language learning journeys. Female Extroverts 1 and 2 emphasized that asking questions and seeking clarification actively engaged them in the learning process, allowing them to understand concepts accurately and clear up any uncertainties or confusion. While Female Extrovert 1 said,

Asking for clarification demonstrates genuine interest in understanding and connecting with the language, sparking conversations with native speakers or fellow learners. This immersive environment improves language skills and fosters enriching connections and relationships,

Female Extrovert 2 stated,

Language and culture are intertwined, and seeking clarification unveils insights into references, idioms, and social cues. It deepens comprehension of English within its cultural context, enhancing communication skills and fostering confident and sensitive intercultural interactions.

Female Extrovert 1 viewed clarification as an opportunity for meaningful communication and connection, creating immersive learning environments through interactions with native speakers or fellow learners. She said,

Asking questions demonstrates genuine interest in the language, fostering conversations and an immersive learning environment. These interactions improve language skills and build enriching connections, enhancing the learning experience.

Besides, they also recognized the benefits of asking for clarification in expanding their vocabulary, language proficiency, and cultural understanding. Female Extrovert 3 said,

Seeking clarification for unfamiliar words or expressions enhances my vocabulary and language skills. It fills knowledge gaps, promotes continuous improvement, and expands my linguistic capabilities.

In contrast, male extroverts expressed different perspectives on asking for clarification. Male Extrovert 3 mentioned a more independent approach to learning and a preference for self-discovery and problem-solving. He believed asking for clarification as potentially hindering his sense of independence and personal growth. He stated,

Personally, I prefer an independent learning approach, valuing self-discovery and problem-solving. Asking for clarification can make me feel dependent and hinder my sense of independence and personal growth.

Male Extrovert 2, an extroverted learner, enjoyed engaging in social interactions and found that asking for clarification could disrupt the natural flow of conversation. He preferred learning through context and participating in spontaneous exchanges of ideas. He said,

I thrive on social interactions and conversational learning. While seeking clarification can disrupt conversation flow, immersing myself in real-life situations and spontaneous conversations fosters learning through context and active idea exchange.

Male Extrovert 4 expressed a concern about potential judgment or embarrassment when asking for clarification, highlighting the importance of maintaining a confident image. He preferred relying on intuition and deduction skills to navigate the language independently. He remarked,

Fear of judgment hampers my clarification-seeking. As a confident extrovert who values positive social interactions, uncertainty deters me from asking questions. I rely on intuition and deduction to navigate the language independently, preserving self-assurance.

Similarly, Male Extrovert 1 believed in an organic and immersive approach to language learning, where understanding and interpreting the language through context and exposure lead to a deeper understanding of its nuances. He explained,

I value immersive language learning, understanding nuances through context and exposure. Immediate clarification can hinder critical thinking and problem-solving. Continuous exposure and real-life experiences enhance learning and adaptability.

It can be seen that female extroverts appreciate the interactive nature of language learning and recognize the benefits of seeking clarification for understanding, vocabulary growth, and cultural insights. In contrast, male extroverts tend to value self-discovery, problem-solving, and immersion in real-life situations. They may view seeking clarification as potentially inhibiting their independence or disrupting the flow of conversation, conflicting with their desire for a confident image. The perspectives of female and male extroverts regarding the role of seeking clarification in language learning demonstrate potential gender and individual trait-related differences. Female extroverts prioritize interactive learning and gaining insights through clarification (Wood & Inman, 1993), while male extroverts lean towards self-discovery, immersion, and independence (Campos-Sánchez et al., 2012). Comparatively, when viewed alongside international studies, it is to observe certain parallels and contrasts. For instance, studies from the Middle East tend to show that both genders prioritize seeking clarification, suggesting a cultural emphasis on understanding and precision (Solas & Wilson, 2015). On the other hand, research from Scandinavian countries, known for their egalitarian values, presents less pronounced gender differences, with both male and female extroverts showing a balanced blend of interactive learning and self-discovery (Sataøen, 2015). These international perspectives emphasize the confluence of cultural, societal, and individual factors in shaping language learning preferences across different contexts.

5. Conclusion

This study explored the differences between female extroverts and male extroverts in their language learning strategies. The study utilized a mixed-methods approach, incorporating quantitative survey questionnaires and qualitative follow-up interviews to gather comprehensive data. The findings shed light on how gender influences the preferences and strategies employed by extroverted language learners. One of the novel contributions of this research lies in its intricate dissection of how gender and extroversion intertwine in shaping language learning strategies, an area previously not exhaustively explored in the fields of language and gender. When examining the use of colors in language learning, female extroverts expressed a positive connection to colors, perceiving them as enhancing their engagement, personalization, and memory aid. In contrast, male extroverts raised concerns about colors being distracting, superficial, or hindering their natural learning process. These perspectives suggest that female extroverts may have a stronger affinity for visual and emotional aspects, while male extroverts may prioritize a streamlined and content-focused approach.

Regarding the preference for focusing on certain tasks or activities, female extroverts highlighted the immersive and interactive nature of these experiences, benefiting their real-life communication skills, motivation, and personal connection to the language. In contrast, male extroverts expressed a preference for diverse experiences, real-world application, and independent exploration, valuing a more holistic and open-ended approach to language learning. These findings indicate potential variations in learning preferences between female extroverts and male extroverts.

Furthermore, when considering the act of asking for clarification, female extroverts viewed it as essential for active engagement, communication, vocabulary expansion, and cultural understanding. In contrast, male extroverts highlighted their preference for self-discovery, problem-solving, and learning through context, expressing concerns about dependency, disruption of conversation flow, or potential judgment. This nuanced understanding of the role of gender in shaping extroverted learners’ perspectives on clarification adds another layer of novelty to the research. These findings highlight distinct perspectives between female extroverts and male extroverts in their approach to seeking clarification.

6. Implications

These pedagogical findings advocate personalized learning methodologies catering to the heterogeneous characteristics of extroverted learners, underscored by gender nuances. Educators must discern these variations within extroversion, calibrating pedagogical strategies and resources to meet unique learner requisites. Visual-emotional elements integration, particularly color-associations for female extroverts, augments engagement, personalizes learning, and serves as mnemonic aids. Likewise, emotionally resonant activities foster deeper language connections. Striking a balance between structured tasks and open-ended exploration appeases preferences of both genders, with female extroverts preferring the former, engendering interactive, goal-oriented learning, and male extroverts valuing the latter for diverse experiences and autonomous exploration. Hence, pedagogy should amalgamate diverse learning opportunities. Promoting active learning and communication is paramount for extroverted learners. Cooperative learning, group discussions, and authentic interactions engender communication, enhancing proficiency. Activities encouraging active participation allow learners to articulate and exchange ideas. Cultivating autonomy and problem-solving is essential for male extroverts, preferring self-discovery and contextual learning. Assignments prompting critical thinking, independent exploration, and discovery-based learning empower them to self-navigate and solve problems, with real-world language application supplementing autonomy. Facilitating a supportive query-friendly environment is integral for female extroverts, emphasizing question-asking for enhanced comprehension, vocabulary expansion, and cultural insights. Fostering a non-judgmental environment encourages all learners, including male extroverts, to seek clarification. Flexibility and differentiation are needed to address the spectrum within extroverted learners. Recognizing individual preferences and styles within these cohorts, educators should adopt malleable approaches, offering choice-driven strategies and activities, ensuring inclusivity. Differentiated instruction accommodates the array of learning preferences.

7. Limitations and recommendations for further research

The study’s small sample size and reliance on self-reported measures pose limitations to the generalizability and validity of the findings. Caution should be exercised when applying the results to different populations or contexts. Including a control group of introverted learners would provide a more nuanced understanding of the influence of extroversion on language learning strategies. The binary categorization of participants based on self-reported gender may limit the inclusivity of the findings, and future research should adopt a more inclusive approach to gender categorization. The study also overlooks potential confounding factors, such as language proficiency and cultural background, which may interact with extroversion and impact language learning strategies. Future studies should consider incorporating these factors for a more comprehensive understanding.

Future research should aim to increase the sample size and diversity of participants, utilize objective measures of extroversion, include a control group of introverted learners, explore a wider range of language learning strategies, adopt a more inclusive approach to gender categorization, consider potential confounding factors, and conduct longitudinal studies. By addressing these recommendations, researchers can overcome the limitations of this study and develop a deeper understanding of how gender influences language learning strategies among extroverted learners. This knowledge can inform educators and practitioners in designing more effective and inclusive instructional approaches that cater to the unique needs and preferences of extroverted language learners.

Disclosure statement

No potential conflict of interest was reported by the authors.

Data availability statement

The data used in this study are held by the authors. If needed, the data can be made available by contacting the corresponding author via email at [email protected].

Additional information

Funding

This study was conducted without any external funding.

Notes on contributors

Le Thanh Thao

LE Thanh Thao is a lecturer at Can Tho University, specializing in language skills courses. He also serves as an editor for Jurnal Komunikasi Pendidikan, an international journal managed by Universitas Veteran Bangun Nusantara. LE’s research interests include TESOL, educational policies, and classroom-based studies.

Thieu Thi Hai Yen

THIEU Thi Hai Yen is an undergraduate student majoring in English Studies. She is interest in educational psychology studies.

Nguyen Anh Thi

NGUYEN Anh Thi is currently a lecturer of English at Can Tho University, Vietnam. His main research interests involve pre/in-service teacher training, teacher education and language teaching methodology, particularly in the field of Task-based Language Teaching (TBLT). Most of his publications on TBLT and English language teaching were oriented towards the development of a researched-pedagogy. An overarching goal of his research is to promote positive educational practices and experience exchange among researchers, teachers, and the like.

Phuong Hoang Yen

PHUONG Hoang Yen is currently an associate professor at the School of Foreign Languages, Can Tho University, Vietnam. She carries studies on language teaching approaches, students’ learning autonomy, self-regulated learning strategies and teachers’ professional development. She published articles in different journals and is the editor of one Scopus-indexed book on alternative assessment in language teaching.

Pham Trut Thuy

PHAM Trut Thuy is a lecturer at Nam Can Tho University, where she primarily teaches courses on language skills, translation, and interpretation. She is currently preparing for her Ph.D. studies, and her research interests focus on teacher professional development.

Huynh Thi Anh Thu

HUYNH Thi Anh Thu is an English lecturer with a passion for language and literature. She holds a Master’s degree in TESOL from Can Tho University, Vietnam, and has extensive experience teaching English to university students. She is committed to helping her students improve their language proficiency and develop their critical thinking skills.

Nguyen Huong Tra

NGUYEN Huong Tra teaches French at School of Foreign Languages, Can Tho University, specializing in French as a Foreign Language Didactics. She holds a Master’s degree in Language Science from the University of Rouen, France, and a Doctorate in Language Science from the Free University of Brussels, Belgium. Dr. Nguyen’s research interests include French language didactics, action research, and linguistics research.