HomeInternational Social Science Reviewvol. 4 no. 1 (2021)

Language Learning Strategies of Pre-Service Teachers in Relation to Gender and Personality Types

Abdu Rahim T. Kenoh III | Khen Lexter I. Torres



The study aimed to determine the language learning strategies of preservice teachers in terms of gender and personality types. Using a correlational design, the study ascertained the significant relationship between gender and personality types of prospective language teachers in terms of language learning strategies. The Myers-Briggs Type Indicator (MBTI) was utilized to identify the participants’ personality types, which automatically summarizes their responses and categorizes the respondents to their specific personality type. Furthermore, using a questionnaire, a survey on language learning strategies and personality types was conducted online to adapt to the present challenges brought by the COVID-19 pandemic. Among the six categories (1) memory strategies, (2) cognitive strategies, (3) compensation strategies, (4) metacognitive strategies, (5) effective strategies, and (6) social strategies, most of the respondents were identified to be using memory strategies. Moreover, while the results show that there are no significant differences between the respondents’ language learning strategies and gender, there is, however, a significant relationship between the respondents’ language learning strategies and their personality types.