Predicting Effects of Personality Traits, Self-esteem, Language Class Risk-taking and Sociability on Chinese University EFL Learners' Performance in English

Abstract

Although the interactive effects of different variables in language learning have increasingly become the focus of recent research, the interaction of such variables as personality traits, self-esteem, language class risk-taking and sociability has not been much investigated. Hence, the present study explored the predicting effects of these variables on Chinese EFL learners’ performance in English at the tertiary level. A 68-item survey involving 934 first-year undergraduate non-English majors revealed that: (1) the majority were moderately extroverted, moderately inclined to anxiety and fears, and moderately prone to be influenced by social desirability but tended to be dependent and gentle; the participants were moderately satisfied with themselves and believed they were good and worthy; and the majority were moderately risk-taking and sociable in English class, (2) personality traits, self-esteem, language class risk-taking and sociability were generally significantly correlated with one another and with the students’ performance in English, and (3) overall self-esteem, language class risk-taking, language class sociability, and two personality variables–P (psychoticism) and L (lie) proved to be powerful predictors for the students’ performance in English. As such, personality traits, self-esteem, language class risk-taking and sociability are important factors affecting language learning outcomes