Meta-Cognitive Learning Strategy, Personality Traits and Grit among Second Language Learners

Abstract

Aim of the Study: Second language learning acquisition is very common especially in non-English countries. As learning process require multiple strategies to be adopted by the learner, literature stresses the use of meta-cognition in the learning process, and it becomes even more important if the students are involved in language proficiency. The current study aims to investigate the association of meta-cognitive learning strategy, personality traits and grit among second language learners.

Methodology: Data was collected from 300 individuals (n=150 male, n=150 female) using 12 item Grit Scale, Big five personality inventory and the Strategy Inventory for Language Learning.

Findings: The findings showed that meta-cognitive learning strategy has positive relationship with extroversion, conscientiousness, agreeableness and openness of experience except neuroticism. In the same way, grit was significantly related to extraversion, agreeableness, conscientiousness and openness to experience except neuroticism. Similarly, we found that meta-cognitive learning strategy significantly predicted grit among second language learners. On the basis of gender, significant differences were observed on extroversion, agreeableness, neuroticism and grit.

Conclusion: Overall finding showed the importance of meta-cognitive learning strategy, personality traits and grit among second language learners.