Application of Reader-Response Criticism to analysis of Jane Eyre's Behaviors Against Social Norms In Victorian Era

Abstract

"The field of language education increasingly emphasizes the impact of personality traits on learners' language acquisition, especially in the English as a Foreign Language (EFL) context. Therefore, this study was conducted to investigate the relationship between EFL students’ personalities and their preferred teaching methods. A total of 162 freshmen students of a university in the Mekong Delta of Vietnam participated in the survey. The instruments included a questionnaire based on John and Srivastava's (1999) Big Five Personality Theory and Kolb and Kolb's (2013) teaching methods, and a focus group discussion. The findings revealed a diverse distribution of personality traits, with agreeableness being the most prevalent and conscientiousness being the least prevalent. Additionally, correlation analyses uncovered that extraversion correlated positively with role-playing activities, feedback, and lectures without pedagogical aids, while agreeableness favored group work and feedback. Conscientiousness showed positive associations with reading and negative ones with passive learning. Neuroticism inclined towards solitary work. Openness correlated positively with lectures with pedagogical aids and analytical activities. The qualitative data analysis shed light on the students’ opinions about advantages and disadvantages of their preferred and dispreferred teaching methods. The findings highlighted the importance of adjusting teaching methods to students' personalities to enhance language learning experiences. Keywords: relationship, personality traits, preferred teaching methods, first-year EFL students."