Descriptor
Source
| Modern Language Journal | 7 |
Author
| Oxford, Rebecca | 3 |
| Ehrman, Madeline | 2 |
| Bialystok, Ellen | 1 |
| Ehrman, Madeline E. | 1 |
| Frohlich, Maria | 1 |
| Moody, Raymond | 1 |
| Nyikos, Martha | 1 |
| Oxford, Rebecca L. | 1 |
| Rivers, William P. | 1 |
Publication Type
| Journal Articles | 6 |
| Reports - Research | 5 |
| Information Analyses | 1 |
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Assessments and Surveys
| Myers Briggs Type Indicator | 1 |
What Works Clearinghouse Rating
Peer reviewedEhrman, Madeline; Oxford, Rebecca – Modern Language Journal, 1988
An exploratory study of the effects of sex differences, career choice, cognitive style, and personality characteristics on the effectiveness of language learning strategies for adult learners indicated that these variables affect learners' levels of strategy use and had implications for language teaching and student counseling. (CB)
Descriptors: Adult Learning, Career Choice, Cognitive Style, Learning Strategies
Peer reviewedOxford, Rebecca; Nyikos, Martha – Modern Language Journal, 1989
Discusses variables affecting the choice of learning strategies used by university foreign-language students (n=1,200). Research questions address the kind of strategies university foreign-language students report using and what variables influence the use of these strategies. (64 references) (Author/OD)
Descriptors: Cognitive Style, College Students, Higher Education, Language Proficiency
Peer reviewedMoody, Raymond – Modern Language Journal, 1988
Related the four scales of the Myers-Briggs Type Indicator, a measure of personality, to learning preferences. The personality types of 491 first- and second-year language students were compared with a sample of 18,592 general college students. Statistically, more thinking and intuitive types were found in the language students. (Author/LMO)
Descriptors: Cognitive Style, College Students, Concept Formation, Higher Education
Peer reviewedEhrman, Madeline; Oxford, Rebecca – Modern Language Journal, 1990
Reviews research on language-learning styles and strategies, and explains regularities in the preferred learning strategies associated with each of the 8 psychological type preferences. Also described are how all of these characteristics of psychological type, in various combinations, were expressed by 20 real learners at the Foreign Service…
Descriptors: Adult Education, Cognitive Style, Language Research, Learning Strategies
Peer reviewedRivers, William P. – Modern Language Journal, 2001
Analyzes self-directed language learning behaviors of adult third-language learners based on qualitative data. Data were gathered from learners of Georgian and Kazakh at the University of Maryland, College Park. All learners were found to assess their progress, learning styles, strategy preferences, and conflicts with teaching styles, and with the…
Descriptors: Caucasian Languages, Cognitive Style, College Students, Ethnography
Peer reviewedBialystok, Ellen; Frohlich, Maria – Modern Language Journal, 1978
Examines the effects of aptitude, field independence, attitude, and strategy use upon four areas of language achievement: formal/oral, formal/written, functional/oral, and functional/written. Test results indicated that aptitude and field independence are related, as are strategy use and attitude; only aptitude and strategy use, however, affect…
Descriptors: Academic Achievement, Academic Aptitude, Cognitive Style, Language Ability
Peer reviewedEhrman, Madeline E.; Oxford, Rebecca L. – Modern Language Journal, 1995
Examines the relationships of individual difference variables to end-of-training proficiency ratings in speaking and reading for a large sample of adults in intensive training in a wide range of languages at the U.S. Department of State. Variables included tested cognitive aptitude, learning strategies, learning styles, personality, motivation and…
Descriptors: Adult Students, Cognitive Ability, Cognitive Style, Data Analysis
