MODEL WIELKIEJ PIĄTKI A OSIĄGNIĘCIA JĘZYKOWE. PRZEGLĄD BADAŃ I IMPLIKACJE PEDAGOGICZNE
THE BIG FIVE MODEL AND LANGUAGE ACHIEVEMENT: A REVIEW OF RESEARCH AND PEDAGOGICAL IMPLICATIONS
Author(s): Marcin ŚlawskiSubject(s): Foreign languages learning, Educational Psychology, Pedagogy
Published by: Fundacja Rozwoju Systemu Edukacji
Keywords: big five; foreign language learning; language achievement; personality traits; pedagogical implications;
Summary/Abstract: This article examines the relationship between the Big Five personality traits and foreign language achievement. Drawing on a meta-analysis by Chen et al. (2022) covering 8,853 participants across 31 primary studies, as well as more recent bibliometric and systematic reviews, the article demonstrates that four of the five traits - openness to experience, conscientiousness, extraversion and agreeableness - show statistically significant positive associations with language learning outcomes. The article also discusses key moderating variables, including learner age, language family distance and the type of achievement measure used. A separate section addresses the mediating role of learning strategies. The concluding section offers pedagogical implications presenting six learner profiles and practical classroom strategies tailored to each of them.
Journal: Języki Obce w Szkole
- Issue Year: 2026
- Issue No: 2
- Page Range: 93-104
- Page Count: 12
- Language: Polish
