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Understanding What Makes Every Language Learner Unique: Individual Differences in Language Learning

Yıl 2025, Cilt: 7 Sayı: 1, 17 - 30, 28.06.2025

Orhan Kocaman

https://doi.org/10.47156/jide.1680621

Öz

This study explores the individual differences that significantly affect the language learning process and outcomes among learners. Drawing on a comprehensive literature review, six key dimensions are examined: gender, learning styles, foreign language anxiety, age, socioeconomic status, and motivation. These variables are discussed in terms of their influence on learners’ cognitive and emotional engagement with language acquisition. The study highlights how gender-based preferences in strategy use and performance, diverse learning styles informed by Gardner’s Multiple Intelligences, and varying levels of anxiety all shape the learning experience. Additionally, the age factor is analyzed through the lens of the Critical Period Hypothesis, emphasizing the complex relationship between biological and experiential variables. Socioeconomic background is shown to influence access to linguistic input and educational opportunities, while motivation—categorized as integrative, instrumental, intrinsic, and extrinsic—is underscored as a driving force in sustained language learning. By synthesizing theoretical and empirical findings, the study aims to raise awareness among educators about the importance of adapting instructional strategies to learners’ individual profiles. Ultimately, the study advocates for learner-centered approaches that recognize and respond to diversity, promoting more effective and equitable language learning environments.

Anahtar Kelimeler

Individual Differences Gender Motivation Anxiety

Kaynakça

  • Alsafi, A. (2010). Learning style preferences of Saudi Medical students (Master’s thesis, Essex University). Retrieved from http://www.essex.ac.uk/linguistics/dissertations/2010/docs/Alsafi.pdf
  • Alizadeh, M. (2016). The impact of motivation on English language learning. International Journal of Research in English Education, 1(1), 11–15. DOI: 10.30486/ijree.2016.146038
  • Armstrong, T. (1994). Multiple intelligences in the classroom. Alexandria, VA: ASCD.
  • Ariani, M. G., & Ghafournia, N. (2016). The relationship between socio-economic status, general language learning outcome, and beliefs about language learning. International Education Studies, 9(2), 89–98. https://doi.org/10.5539/ies.v9n2p89
  • Babikkoi, M. A. (2014). Implications of Parents' Socio-Economic Status in the Choice of English Language Learning Strategies among Nigeria's Secondary School Students. English Language Teaching, 7(8), 139-147.
  • Benati, A., & VanPatten, B. (2010). Key terms in second language acquisition. London: Continuum.
  • Chen, M. L. (2014). Age differences in the use of language learning strategies. English Language Teaching, 7(2), 144–151. https://doi.org/10.5539/elt.v7n2p144
  • Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. New York, NY: Routledge.
  • Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York, NY: Basic Books.
  • Gilakjani, A. P., & Ahmadi, S. M. (2011). The effect of visual, auditory, and kinaesthetic learning styles on language teaching. International Conference on Social Science and Humanity, 5, 469–472.
  • Gilakjani, A. P., Lai-Mei, L., & Sabouri, N. B. (2012). A study on the role of motivation in foreign language learning and teaching. International Journal of Modern Education and Computer Science, 4(7), 9–16.
  • Hackman, D. A., & Farah, M. J. (2009). Socioeconomic status and the developing brain. Trends in Cognitive Sciences, 13(2), 65–73. https://doi.org/10.1016/j.tics.2008.11.003
  • Johnstone, R. M. (2002). Addressing 'the age factor': Some implications for languages policy. Strasbourg: Council of Europe.
  • Zoghi, M., Kazemi, S. A., & Kalani, A. (2013). The effect of gender on language learning. Journal of novel applied sciences, 2(4), 1124-1128. ISSN 2322-5149 ©2013 JNAS
  • Kornhaber, M. L., Fierros, E. G., & Veenema, S. A. (2004). Multiple intelligences: Best ideas from research and practice. Boston, MA: Pearson.
  • Kraft, C., & Nichel, B. (1995). Review essay: Perspectives on languages and communications. Journal of Women in Culture and Society, 3, 638–651.
  • Alabi, M. (2024) The Role of Learning Styles in Effective Teaching and Learning. Retrieved March 17, 2025, from https://www.researchgate.net/profile/Moses-Alabi/publication/385177679.
  • Luo, R., Pace, A., Levine, D., Iglesias, A., de Villiers, J., Golinkoff, R. M., Wilson, S.W & Hirsh-Pasek, K. (2021). Home literacy environment and existing knowledge mediate the link between socioeconomic status and language learning skills in dual language learners. Early Childhood Research Quarterly, 55, 1–14. https://doi.org/10.1016/j.ecresq.2020.10.007
  • Mattheoudakis, M., & Alexiou, T. (2009). 10. Early foreign language instruction in Greece: Socioeconomic factors and their effect on young learners’ language development. The age factor and early language learning. De Gruyter Mouton, 227-252.
  • Maubach, A. M., & Morgan, C. (2001). The relationship between gender and learning styles amongst A level modern languages students. Language Learning Journal, 23(1), 41–47.
  • Muñoz, C. (2010). On how age affects foreign language learning. In Advances in research on language acquisition and teaching (pp. 39–49).
  • Ogunshola, F., & Adewale, A. M. (2012). The effects of parental socio-economic status on academic performance of students in selected schools in Edu Lga of Kwara State Nigeria. International journal of academic research in Business and social sciences, 2(7), 230-239.
  • Oroujlou, N., & Vahedi, M. (2011). Motivation, attitude, and language learning. Procedia - Social and Behavioral Sciences, 29, 994–1000. Oteir, I. N., & Al-Otaibi, A. N. (2019). Foreign language anxiety: A systematic review. Arab World English Journal, 10(3), 309–317. https://doi.org/10.24093/awej/vol10no3.21
  • Oxford, R., Nyikos, M., & Ehrman, M. (1988). Vive la difference? Reflections on sex differences in use of language learning strategies. Foreign Language Annals, 21(4), 321–329.
  • Pace, A., Luo, R., Hirsh-Pasek, K., & Golinkoff, R. M. (2017). Identifying pathways between socioeconomic status and language development. Annual Review of Linguistics, 3, 285–308. https://doi.org/10.1146/annurev-linguistics-011516-034226
  • Pawlak, M. (2012). New perspectives on individual differences in language learning and teaching. Berlin: Springer.
  • Reid, J. M. (1987). The learning style preferences of ESL students. TESOL Quarterly, 21(1), 87–111.
  • Riazi, A., & Mansoorian, M. A. (2008). Learning style preferences among Iranian male and female EFL students. The Iranian EFL Journal Quarterly, 2, 88–100.
  • Schwab, J. F., & Lew-Williams, C. (2016). Language learning, socioeconomic status, and child-directed speech. Wiley Interdisciplinary Reviews: Cognitive Science, 7(4), 264–275. https://doi.org/10.1002/wcs.1393
  • Shakouri, N., & Saligheh, M. (2012). Revisiting age and gender influence in second language acquisition. Advances in English Linguistics (AEL), 1(1), 1–6.
  • Höl, D., & Kasımi, Y. (2022). A growing dilemma: English speaking anxiety-in-EFL classrooms: A review of research. RumeliDE Dil ve Edebiyat Araştırmaları Dergisi,(28), 421-438. https://doi.org/10.29000/rumelide.1132581
  • Snow, C. E., & Hoefnagel-Höhle, M. (1978). The critical period for language acquisition: Evidence from second language learning. Child Development, 1114–1128.
  • Snow, R. E., Corno, L., & Jackson, D. N. (1996). Individual differences in affective and conative functions. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 243–310). New York: Macmillan.
  • Stebbins, C. (1993). Culture specific perceptual learning style preferences of postsecondary students of English as a second language (Master’s thesis). University of Wyoming.
  • Tannen, D. (2011). You just don’t understand. New York, NY: HarperCollins Publishers Inc.
  • Tatarinceva, A. (2009). Influence of the gender factor on a student’s learning style and achievements in language learning. Transport and Telecommunication Institute, 10, 1–8.
  • Teh, K. S. M., Embi, M. A., Yusoff, N. M. R. N., & Mahamod, Z. (2009). A closer look at gender and Arabic language learning strategies use. European Journal of Social Sciences, 9(3), 399–407.
  • Vaseghi, R., Ramezani, A. E., & Gholami, R. (2012). Language learning style preferences: A theoretical and empirical study. Advances in Asian Social Science, 2(2), 441–451.
  • Viriya, C., & Sapsirin, S. (2014). Gender differences in language learning style and language learning strategies. Indonesian Journal of Applied Linguistics, 3(2), 77–88. https://doi.org/10.17509/ijal.v3i2.270

Understanding What Makes Every Language Learner Unique: Individual Differences in Language Learning

Yıl 2025, Cilt: 7 Sayı: 1, 17 - 30, 28.06.2025

Orhan Kocaman

https://doi.org/10.47156/jide.1680621

Öz

This study explores the individual differences that significantly affect the language learning process and outcomes among learners. Drawing on a comprehensive literature review, six key dimensions are examined: gender, learning styles, foreign language anxiety, age, socioeconomic status, and motivation. These variables are discussed in terms of their influence on learners’ cognitive and emotional engagement with language acquisition. The study highlights how gender-based preferences in strategy use and performance, diverse learning styles informed by Gardner’s Multiple Intelligences, and varying levels of anxiety all shape the learning experience. Additionally, the age factor is analyzed through the lens of the Critical Period Hypothesis, emphasizing the complex relationship between biological and experiential variables. Socioeconomic background is shown to influence access to linguistic input and educational opportunities, while motivation—categorized as integrative, instrumental, intrinsic, and extrinsic—is underscored as a driving force in sustained language learning. By synthesizing theoretical and empirical findings, the study aims to raise awareness among educators about the importance of adapting instructional strategies to learners’ individual profiles. Ultimately, the study advocates for learner-centered approaches that recognize and respond to diversity, promoting more effective and equitable language learning environments.

Anahtar Kelimeler

Individual Differences Gender Motivation Anxiety

Kaynakça

  • Alsafi, A. (2010). Learning style preferences of Saudi Medical students (Master’s thesis, Essex University). Retrieved from http://www.essex.ac.uk/linguistics/dissertations/2010/docs/Alsafi.pdf
  • Alizadeh, M. (2016). The impact of motivation on English language learning. International Journal of Research in English Education, 1(1), 11–15. DOI: 10.30486/ijree.2016.146038
  • Armstrong, T. (1994). Multiple intelligences in the classroom. Alexandria, VA: ASCD.
  • Ariani, M. G., & Ghafournia, N. (2016). The relationship between socio-economic status, general language learning outcome, and beliefs about language learning. International Education Studies, 9(2), 89–98. https://doi.org/10.5539/ies.v9n2p89
  • Babikkoi, M. A. (2014). Implications of Parents' Socio-Economic Status in the Choice of English Language Learning Strategies among Nigeria's Secondary School Students. English Language Teaching, 7(8), 139-147.
  • Benati, A., & VanPatten, B. (2010). Key terms in second language acquisition. London: Continuum.
  • Chen, M. L. (2014). Age differences in the use of language learning strategies. English Language Teaching, 7(2), 144–151. https://doi.org/10.5539/elt.v7n2p144
  • Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. New York, NY: Routledge.
  • Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York, NY: Basic Books.
  • Gilakjani, A. P., & Ahmadi, S. M. (2011). The effect of visual, auditory, and kinaesthetic learning styles on language teaching. International Conference on Social Science and Humanity, 5, 469–472.
  • Gilakjani, A. P., Lai-Mei, L., & Sabouri, N. B. (2012). A study on the role of motivation in foreign language learning and teaching. International Journal of Modern Education and Computer Science, 4(7), 9–16.
  • Hackman, D. A., & Farah, M. J. (2009). Socioeconomic status and the developing brain. Trends in Cognitive Sciences, 13(2), 65–73. https://doi.org/10.1016/j.tics.2008.11.003
  • Johnstone, R. M. (2002). Addressing 'the age factor': Some implications for languages policy. Strasbourg: Council of Europe.
  • Zoghi, M., Kazemi, S. A., & Kalani, A. (2013). The effect of gender on language learning. Journal of novel applied sciences, 2(4), 1124-1128. ISSN 2322-5149 ©2013 JNAS
  • Kornhaber, M. L., Fierros, E. G., & Veenema, S. A. (2004). Multiple intelligences: Best ideas from research and practice. Boston, MA: Pearson.
  • Kraft, C., & Nichel, B. (1995). Review essay: Perspectives on languages and communications. Journal of Women in Culture and Society, 3, 638–651.
  • Alabi, M. (2024) The Role of Learning Styles in Effective Teaching and Learning. Retrieved March 17, 2025, from https://www.researchgate.net/profile/Moses-Alabi/publication/385177679.
  • Luo, R., Pace, A., Levine, D., Iglesias, A., de Villiers, J., Golinkoff, R. M., Wilson, S.W & Hirsh-Pasek, K. (2021). Home literacy environment and existing knowledge mediate the link between socioeconomic status and language learning skills in dual language learners. Early Childhood Research Quarterly, 55, 1–14. https://doi.org/10.1016/j.ecresq.2020.10.007
  • Mattheoudakis, M., & Alexiou, T. (2009). 10. Early foreign language instruction in Greece: Socioeconomic factors and their effect on young learners’ language development. The age factor and early language learning. De Gruyter Mouton, 227-252.
  • Maubach, A. M., & Morgan, C. (2001). The relationship between gender and learning styles amongst A level modern languages students. Language Learning Journal, 23(1), 41–47.
  • Muñoz, C. (2010). On how age affects foreign language learning. In Advances in research on language acquisition and teaching (pp. 39–49).
  • Ogunshola, F., & Adewale, A. M. (2012). The effects of parental socio-economic status on academic performance of students in selected schools in Edu Lga of Kwara State Nigeria. International journal of academic research in Business and social sciences, 2(7), 230-239.
  • Oroujlou, N., & Vahedi, M. (2011). Motivation, attitude, and language learning. Procedia - Social and Behavioral Sciences, 29, 994–1000. Oteir, I. N., & Al-Otaibi, A. N. (2019). Foreign language anxiety: A systematic review. Arab World English Journal, 10(3), 309–317. https://doi.org/10.24093/awej/vol10no3.21
  • Oxford, R., Nyikos, M., & Ehrman, M. (1988). Vive la difference? Reflections on sex differences in use of language learning strategies. Foreign Language Annals, 21(4), 321–329.
  • Pace, A., Luo, R., Hirsh-Pasek, K., & Golinkoff, R. M. (2017). Identifying pathways between socioeconomic status and language development. Annual Review of Linguistics, 3, 285–308. https://doi.org/10.1146/annurev-linguistics-011516-034226
  • Pawlak, M. (2012). New perspectives on individual differences in language learning and teaching. Berlin: Springer.
  • Reid, J. M. (1987). The learning style preferences of ESL students. TESOL Quarterly, 21(1), 87–111.
  • Riazi, A., & Mansoorian, M. A. (2008). Learning style preferences among Iranian male and female EFL students. The Iranian EFL Journal Quarterly, 2, 88–100.
  • Schwab, J. F., & Lew-Williams, C. (2016). Language learning, socioeconomic status, and child-directed speech. Wiley Interdisciplinary Reviews: Cognitive Science, 7(4), 264–275. https://doi.org/10.1002/wcs.1393
  • Shakouri, N., & Saligheh, M. (2012). Revisiting age and gender influence in second language acquisition. Advances in English Linguistics (AEL), 1(1), 1–6.
  • Höl, D., & Kasımi, Y. (2022). A growing dilemma: English speaking anxiety-in-EFL classrooms: A review of research. RumeliDE Dil ve Edebiyat Araştırmaları Dergisi,(28), 421-438. https://doi.org/10.29000/rumelide.1132581
  • Snow, C. E., & Hoefnagel-Höhle, M. (1978). The critical period for language acquisition: Evidence from second language learning. Child Development, 1114–1128.
  • Snow, R. E., Corno, L., & Jackson, D. N. (1996). Individual differences in affective and conative functions. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 243–310). New York: Macmillan.
  • Stebbins, C. (1993). Culture specific perceptual learning style preferences of postsecondary students of English as a second language (Master’s thesis). University of Wyoming.
  • Tannen, D. (2011). You just don’t understand. New York, NY: HarperCollins Publishers Inc.
  • Tatarinceva, A. (2009). Influence of the gender factor on a student’s learning style and achievements in language learning. Transport and Telecommunication Institute, 10, 1–8.
  • Teh, K. S. M., Embi, M. A., Yusoff, N. M. R. N., & Mahamod, Z. (2009). A closer look at gender and Arabic language learning strategies use. European Journal of Social Sciences, 9(3), 399–407.
  • Vaseghi, R., Ramezani, A. E., & Gholami, R. (2012). Language learning style preferences: A theoretical and empirical study. Advances in Asian Social Science, 2(2), 441–451.
  • Viriya, C., & Sapsirin, S. (2014). Gender differences in language learning style and language learning strategies. Indonesian Journal of Applied Linguistics, 3(2), 77–88. https://doi.org/10.17509/ijal.v3i2.270
Toplam 39 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Sosyal ve Beşeri Bilimler Eğitimi (Ekonomi, İşletme ve Yönetim Hariç), Alan Eğitimleri (Diğer)
Bölüm Makaleler
Yazarlar

Orhan Kocaman 0000-0003-2431-8825

Yayımlanma Tarihi 28 Haziran 2025
Gönderilme Tarihi 21 Nisan 2025
Kabul Tarihi 9 Mayıs 2025
Yayımlandığı Sayı Yıl 2025 Cilt: 7 Sayı: 1

Kaynak Göster

APA Kocaman, O. (2025). Understanding What Makes Every Language Learner Unique: Individual Differences in Language Learning. Journal of Individual Differences in Education, 7(1), 17-30. https://doi.org/10.47156/jide.1680621