الرسالة 111

Exploration of the Relationship between personality and Internet
self-efficacy for Pre-service English as a foreign language teachers

using online searching strategies
2022
MASTER THESIS
Department of English Language and Literature
Supervisor
Assoc. Prof. Özkan KIRMIZI
1
Contents Page
Abstract 4
Keywords 5
Chapter One 8
1.1. The Background to the Study
1.2 Objectives of the study 8
1.3 Research Questions 9
1.4. The Purpose of the Study 9
1.5 Problem Statement 11
1.6. The Significance of the Study 11
1.7.Scope of the study 14
1.8. The Method of The Study 14
1.9. The Limitation of the Study 15
1.10 Hypotheses 16
1.11 Research Terms 18
Chapter Two: Literature Review 19
Literature Review 20
3. Chapter Three: Methodology 22
3.1 Introduction 23
3.2 Research Design 24
2
3.3 Setting and Respondents 25
3.4 Reliability Analysis 32
3.5 Research Measuring Tool 46
3.6 Procedure 47
3.7 Statistical processing: 48
Chapter four: 60
4.1Study variables
4.2Statistical processing: 62
4.3View and discuss results 65
4.4 Descriptive statistics for the study items: 67
5.1 Introduction 69
5.2. Discussing the Major Results of the Study 70
5.3Conclusions, Implications, and Recommendations 76
References 77
3
Exploration of the Relationship between personality and Internet
self-efficacy for Pre-service English as a foreign language teachers
using online searching strategies
Abstract
One of the aspects that needs to be looked into when evaluating a

teacher's abilities to use technology and the internet in the teaching and
learning process is their level of self-efficacy on the internet. It is a
crucial component that can help the individual get over whatever fear
they may have. Self-efficacy refers to "beliefs in one's capabilities to
organize and execute the courses of action required to produce given
attainments”.
This study aims to look into the Relationship between personality and
Internet self-efficacy for Pre-service English as a foreign language
teachers using online searching strategies. The researcher used the Big
Five factors of personality (Extraversion, Agreeableness,
Conscientiousness, Neuroticism, and Intellect/Imagination (or Openness).
Data were gathered through questionnaires administered to 84 pre-service
education teachers .The participants in the current study are fourth-year
English majors from Kirkuk University's College of Education for
Humanities. 84 people took part in the study as respondents, 52 of them
were women and 32 of whom were men. All of the respondents are in
their fourth academic year, and 11.9% have less than 11 years' worth of
experience, 40.5% have between 11 and 12 years' worth, and 47.6% have
more than 13 years. The results revealed that extroversion (E) had an
important relationship with all three sub-measures as well as overall
teaching effectiveness. The researcher collected data through the
questionnaire, and the SPSS statistician program was used to analyze that
4
data, as this research is quantitative research Sensing was negatively
correlated with student engagement, while judgment was positively
correlated with classroom management effectiveness. More research
needs to be done on the inverse relationship between sensing and
effectiveness in student engagement.
Keywords: Internet self-efficacy, Personality and Pre-service English as

a foreign language teachers.
Chapter One
1.1. The Background to the Study
English has become a significant element in the Iraqi Education and

curriculum that has witnessed many changes. It is a mandatory subject in
Iraqi Education for all stages and grades. There were different cultural
and political aspects that played part in the changes and development of
English Curriculum in Iraq. Before 2003, Iraq was deprived from the
advances of educational technology in a way that can be considered
isolation from global advancements and developments in teaching. After
the American invasion of Iraq in 2003, technology was entered in the
development of English language curriculum in Iraq with the possibility
of using internet freely and opening to the outside world (Altae, 2020)
With the introduction of technology in Education, in general, and English

language curriculum, in specific, light became to be shed on technology
and internet in education process, especially in the process of teacher
preparation whether in education colleges or in training. Technology
introduction into education resulted in the improvement of teaching
quality and learning outcome in the last ten years.
5
This study attempts to investigate the relationship between pre-service
teachers' internet-efficacy and their personalities. In order to achieve this
purpose, the researcher has to develop a measuring tool that can
investigate the personality aspects in addition to the internet-efficacy
aspects in order to discover the relationship and correlation between such
aspects for Pre-service English as a foreign language teachers. For this
purpose, the researcher will develop a questionnaire that can explore the
personality aspects of the participants in addition to their internet self-
efficacy aspects in order to attempt to investigate the relationship and
correlation between such aspects.
The researcher will use the Big Five factors of personality (Extraversion,
Agreeableness, Conscientiousness, Neuroticism, and
Intellect/Imagination (or Openness) for the exploration of personality
aspects of participants (Donnellan, Oswald, Baird, & Lucas, 2006). These
five factors are considered 'the dominant model of personality structure'
in psychology (Donnellan, Oswald, Baird, & Lucas, 2006, p. 192). In this
study, the researcher will use the short assessment instrument as
developed by Donnellan, Oswald, Baird, & Lucas (2006) for the
assessment of personality based on the Big Five factors of personality as
stated above avoiding the long large questionnaires in order to ensure
reliability and validity. Using already developed tool for measurement of
personality traits will help in avoiding errors in the short form
questionnaires that may affect the reliability and validity of such tool.
The Mini-IPIP, a 20-item short form of the 50-item International

Personality Item Pool, Five-Factor Model measure, is a useful tool for
researchers needing a very short assessment of the Big Five. It is
considered that the shorter the testing time, the better the study for the
participants. Mini-IPIP is a tool including four items for each trait of the
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Big Five traits and it is a 'psychometrically acceptable and practically
useful short measure of the Big Five Factors of personality' (Donnellan,
Oswald, Baird, & Lucas, 2006, p. 192)
On the other hand, Internet self-efficacy can be defined as the person's

belief in his/her capabilities to use the internet for the achievement of
specific actions (Eastin & LaRose, 2000). Bandura (1994) discussed the
sources of self-efficacy in general, giving some elements considered to be
the most significant sources of self-efficacy in general, including but not
limited to person's experience, vicarious experiences and social
persuasion.
In the way for the exploration of the factors that are significant and have
impacts on internet self-efficacy in general, there are many previous
studies and researches that investigated these factors for the purpose of
the exploration and investigation of these factor playing important roles
in internet self-efficacy. According to Eastin & LaRose (2000), internet
self-efficacy is considered an important factor that is correlated positively
to prior internet experience, outcome experiences and internet use and
negatively to internet stress and self-disagreement. This factor is always
studied in various studies using questionnaires in order to assess the
internet self-efficacy of any person (Chuang, Lin, & Tsai, 2015). Many
researchers tried generally to explore and assess internet self-efficacy. For
example, Torkzadeh & van Dyke (2001) studied internet self-efficacy
using three factors, surfing/browsing, and encryption/decryption and
system manipulation. Other studies investigated only particular kinds of
internet self-efficacy such as Shang, Chen and Hung (2008) who studied
blog self-efficacy and Davis & Lang (2012) who studied self-efficacy of
game usage.
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In this study, the researcher, in developing the measuring tool part related
to internet self-efficacy, will use such instrument developed by Chuang,
Lin, & Tsai, (2015) for the investigation of the person's internet self-
efficacy from various aspects, including but not limited to verification,
metacognition and application.
1.2 Objectives of the study
This study aims to:
1- Explore the extent of the impact of the personality on the internet

self-efficacy of the pre-service teachers of English as a foreign language.
2- Investigate the personality traits affecting the internet self-efficacy

of the pre-service teachers of English as a foreign language using online
searching strategies.
3- Investigate the personality traits having statistically significant

relationship with the internet self-efficacy of the pre-service teachers of
English as a foreign language using online searching strategies.
4- Give recommendations regarding the psychological aspects,

especially what is related to personality traits, in training and preparation
of pre-service teachers of English as a foreign language.
5- Suggest the aspects of personality, in light of psychology, to be

investigated in the future research and studies, considered to have impact
on the self-efficacy of the persons regarding the use of the internet for
online searching strategies.
In order to achieve the above-mentioned objectives of this study, the

researcher has to answer the following research questions
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1.3 Research Questions:
The study attempted to answer the following questions:
1-Does personality has a statistically significant relationship with the

internet self-efficacy of pre-service teachers of English as a foreign
language in Iraq?
1-What are the personality traits that affect positively the internet self-
efficacy of pre-service teachers of English as a foreign language using
online searching strategies?
2-What are the personality traits that affect negatively the internet self-
1.4. The Purpose of the Study
The main purpose of this study is to investigate the relationship between

the personality and internet self-efficacy for Pre-service English as a
foreign language teachers. In order to achieve such goal the research will
develop a survey to be applied in this study in order to measure the
participants' personality and relationship to internet self-efficacy for Pre-
service English as a foreign language teachers using online searching
strategies. In the development of the mentioned survey which will be in
the form of questionnaire to be responded by a group of pre-service
English as a foreign language teachers, the researcher decided to benefit
from the already developed surveys in the field of exploration and
investigation of personality and internet self-efficacy aspects.
1.5. Problem Statement
9
After the introduction of technology in Education, especially in English
curriculum, and the use of internet in every aspect of life, especially in
Education, it has become important to consider technology and internet in
every side of education process, starting from the development of
curriculum and to the preparation of education college students on the use
of technology and internet in the teaching process. For this reason, there
is always a need to assess the teacher's ability in utilizing and using
technology and internet in the education and teaching process.
Internet self-efficacy is one of the factors that are to be investigated in

considering the teacher capabilities regarding the use of technology and
internet in education and teaching process. In addition, the technology
and internet use require the consideration of the skill and extensive
training that enable the user to use them successfully. In considering
internet self-efficacy, it is an essential element that can overcome the fear
that the user may experience (Eastin & LaRose, 2000). Internet self-
efficacy, in general, considers the internet user's confidence of his/her
skills and knowledge in internet. It is a way to examine and investigate
such user ability to use the internet efficiency in the education and
teaching process. Accordingly, investigation the internet self-efficacy is a
significant factor in the assessment of the user's efficiency in the use of
internet.
The internet user self-efficacy may be investigated and explored in light

of a wide variety of perspectives. According to Chuang, Lin, & Tsai
(2015), there are a number of sources for the internet self-efficacy of
internet user including but not limited to, prior experience, verbal
persuasion and psychological and effective states. For Eastin & LaRose
(2000), prior internet experience, outcome expectancies and internet use
are the most significant factors used for the internet self-efficacy
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judgments found to be correlated positively with it. Eastin & LaRose
(2000) considers that the self-efficacy is not intended for the
measurement of the skill of the person, but it considers such person's
belief in what he/she can do with the skills he/she owns. Therefore,
personality aspects are one of the aspects to be considered for the
assessment of self-efficacy, giving significance and a need to the
investigation of such relationship between the personality traits and the
self-efficacy of the person.
1.6. The Significance of the Study
The result of this study will depend on the searching strategies and
searching skills. There are a number of studies that used searching skills
and tasks to investigate the learning outcomes in the internet-based
context considering searching the most commonly used activity on the
internet, therefore, it is important to examine that and the influence on the
internet self-efficacy
Tsai (2004) discusses the concept of information commitment, in

consideration of the internet user's judgment of the correctness,
usefulness and credibility of information, depending on strategies,
experience and prior knowledge. Such judgment of course depends on a
number of factors that help developing correct judgment, including the
internet-self efficacy of the internet user (Chuang, Lin, & Tsai, 2015).
In light of the aforementioned discussions, the assessment of the internet-

self efficacy of the pre-service teacher is an importance measure and
factor in the assessment of the today's pre-service teacher in the path of
preparing them for the education process in an environment that
introduces technology and internet in every aspect of it.
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1.7 Research Scope:
The purpose of this study is the exploration and investigation of the

personality traits that affect positively the Pre-service English as foreign
language teachers in Iraq using online searching strategies. The aim of
this research is to examine and explore such personality aspects, in light
of psychological side, that have an impact on the pre-service teachers'
confidence in their general skills or knowledge of operating internet
functions or applications for using online searching strategies. For that
reason, the results of this research depend on online searching strategies
and searching skills.
The researcher will use the Big Five factors of personality (Extraversion,
Agreeableness, Conscientiousness, Neuroticism, and
Intellect/Imagination (or Openness) for the exploration of personality
aspects of participants, and will add to the research tool, the
questionnaire, the instrument developed by Chuang, Lin, & Tsai, (2015)
for the investigation of the person's internet self-efficacy from various
aspects, including but not limited to verification, metacognition and
application. Through this research tool and the analysis of responses of
the participants and the study community, the researcher will such
personality traits having impacts on internet self-efficacy of pre-service
teachers of English as a foreign language using online searching
strategies.
In order to achieve this goal, the descriptive methodology will be used,

for preparation of the research tool represented in a questionnaire, and
selecting the study community who shall respond to this questionnaire
after being judged and examined in terms of reliability. After responding
to the questionnaire, the results shall be analyzed in order to identify the
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relationship between the study variables. In light of these results, the
researcher will provide some recommendations and suggestions, either
for the development of the training and preparation courses for the pre-
service teachers of English as a foreign language and for the future
additional research and studies.
1.8. The Method of the Study
This study aims to investigate the relationship between pre-service

aspects for Pre-service English as foreign language teachers. This study is
conceptualized as survey research because it endeavors to reveal the
relationship among the variables through adopting a questionnaire and
detect if there are any interchangeable significances between dependent
and independent variables. According to Weisberg et al.(1996) and
Lowhorn (2007), the correlation survey research refers to the significant
statistical relationship among the variables and measuring any arousal
effects from such interchangeable relationships among specific study
variables where This study consists of two types of variables: The
independent variables are (Extraversion, Agreeableness,
Conscientiousness, Neuroticism, Intellect/Imagination).Dependent
variables: (Use, Sharing, Communication, Verification, Metacognition,
Application, Learning)
1. 9. The Limitation of the Study
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The current study incorporated some limitations that could be mentioned
as follows:
1. Research design: The research was designed as non-experimental

quantitative research; a Likert-type questionnaire was used to collect data.
2. Sampling: The number of participants assigned to this study was

84 teachers.
Future research could explore the importance of the supra-segmental

features and conduct the questionnaire in a different setting by
incorporating more participants, novice and senior learners and teachers,
to measure the correlation between the dependent and independent
variables
1.10 Hypotheses
1. There is direct relationship between personality and Internet self-

efficacy for Pre-service English as a foreign language teachers.
2. There is a relationship between teacher attributes and educational

product variables for research.
1.11 Research Terms
Self-efficacy: Self-efficacy is defined as person's belief in his/her

capacity and capabilities to perform a specific action as required for the
achievement of a specific work (Chuang, Lin, & Tsai, 2015).
Bandura (1994) defines it as the people believes of their capabilities for

the production of specific effects.
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The researcher defines it procedurally as the belief of any person of his
ability to perform a specific task regardless of his/her actual mastery of
the method of doing such task.
Internet self-efficacy: Tsai (2004) defines the internet self-efficacy as the

confidence of the person in his/her skills and knowledge related to the use
of internet and the applications related to it.
The researcher defines internet self-efficacy as the person's belief of his

ability to use the internet for the purpose of the achievement of the works
required from him.
Personality: Personality can be defined as the person's method or way of

thinking, feeling and behaving, including his moods, attitudes and
opinions that can be emerged clearly in the person's interactions with
other persons. (Holzman, 2020).American Psychological Association
defined personality as the differences in patterns of thinking, feeling and
behaving of the person. In this point of view, and for the purpose of
studying personality, it is important to focus on understanding the
individual differences of personality characteristics and understanding the
parts of the person as a whole.
Chapter Two
2.1Introduction:
This study seeks to explore and investigate the relationship between

personality and internet self-efficacy of pre-service English as a foreign
language teachers especially in using online searching strategies. From
the mentioned purpose of the study, it becomes clear that the literature
review of the study shall address three significant parts separately and
15
combining them together for the purpose of developing the correct
methodology and approach that can help achieving the purpose of the
study. These three elements are the personality taxonomy, the elements or
factors of self-efficacy in general and internet self-efficacy in particular,
and the online searching strategies and skills, in order to link them
together in a way that enable us to achieve the objective of the current
study
2.2 Literature Review
Personality Taxonomy
Researchers of Psychology discussed five major factors of the differences

between individuals in their human behaviors that include their cognitive
abilities, personality, social attitudes, psychological interests and
psychopathology. These factors can contribute to our understanding of
individual differences in behavior and experience. The taxonomy of
personality would allow the researchers to study some specific domains
of personality characteristics in addition to the exploration of particular
attributes that make the human beings individual and unique.
The Big Five personality taxonomy is one of the personality taxonomy

that has been used in various studies. It is one of the taxonomies that
facilitated the study of the personality traits in various studies for
decades. This taxonomy does not provide a theoretical perspective, but it
is derived from the analysis of the natural language terms people use to
describe themselves and others. (Donnellan, Oswald, Baird, & Lucas,
2006).
There are various psychologists who use the natural language as a source
of attributes that can be used for scientific taxonomy of the personality.
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They always depend on the lexical approach beginning with the
extraction of all personality-related terms from the dictionaries. They
assume that the personality characteristics are encoded in the natural
language. Accordingly, the personality vocabulary in the dictionaries of
language can give a set of attributes for the personality. Therefore, they
used the language for their personality taxonomy purposes. Baumgarten's
(1933) and Allport and Odbert (1936) are examples of the studies that
used the personality-relevant terms for their studies related to personality.
They included all the terms that could be used to “distinguish the
behavior of one human being from that of another. Their complete list
amounted to almost 18,000 terms (Oliver & Sanjay, 1999).
In the discovery of the Big Five factors in Personality trait ratings, Cattel
(1943) used the list of Allport and Odbert for multidimensional model of
personality structure, and his work stimulated other scholars and
researchers to examine the dimensional structure of trait ratings. In
general, there are various scholars and researchers who contributed in the
discovery and the clarification of the Big Five dimensions, starting from
Fiske (1949) who used Cattel (19430 variables who constructed much
simplified descriptions. Norman (1963) replicated this five factor
structure followed by Borgatta (1964) and Takemoto-Chock (1981).
These five factors were initially labelled to include:
1. Extraversion or Surgency (talkative, assertive, energetic);
2. Agreeableness (good-natured, cooperative, trustful);
3. Conscientiousness (orderly, responsible, dependable);
4. Emotional Stability versus Neuroticism (calm, not neurotic, not easily

upset); and
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5. Culture (intellectual, polished, independent-minded). These factors
eventually became known as the "Big Five", including five factors that
summarize a large number of distinct and more specific personality
characteristics. One of the advantages of the Big Five taxonomy is its
representation of various and diverse systems of personality description
in a common framework (Oliver & Sanjay, 1999).
There are various personality measures that depend on the Big Five, and
there are several developed measures that are short, including but not
limited to the 60-item NEO Five-Factor Inventory (NEO-FFI; Costa &
McCrae, 1992), the 50-item International Personality Item Pool – Five
Factor Model (IPIP-FFM; Goldberg, 1999), the 44-item Big Five
Inventory (BFI; John & Srivastava, 1999) and the 40-item Big Five Mini-
Markers (Saucier, 1994). However they may still be too long, particularly
in studies where participants will be completing a considerable number of
items or whenever use of participants’ time must be very brief.
For these reasons, May researchers were motivated to develop short

measures, such as Gosling et al. (2003) who developed the ten-item
personality inventory measure of the Big Five. In this study, the
researcher will use the Tiny-Yet-Effective Measures of the Big Five
Factors of Personality developed by Donnellan, Oswald, Baird, & Lucas
(2006) who described the process to be used for the purpose of the
development and validation of a short tool that can measure the so-called
Big Five factors of personality.
Self-efficacy
Self-efficacy is a term that refers to the belief of the person of his/her

capabilities and capacities for doing or performing something or to
produce a specific performance attainment (Bandura A. , Self-Efficacy:
18
The exercise of control, 1997). It is the state that consider the confidence
of the person in his capabilities to control something, in a way that
influence all manner of human experience, including the goals for which
people strive, the amount of energy expended toward goal achievement,
and likelihood of attaining particular levels of behavioral performance
(American Psychological Association, 2020).
Self-efficacy is part of the self-system comprised of a person’s attitudes,

abilities, and cognitive skills. This system plays a major role in how the
person perceives situations and how he/she behaves in response to
different situations. Self-efficacy is an essential part of this self-system. It
is assumed that an individual’s self-efficacy plays a major role in how
goals, tasks, and challenges are approached. In addition, performing a
task successfully strengthens the person's sense of self-efficacy.
However, failing to adequately deal with a task or challenge can
undermine and weaken self-efficacy. One of the other things that
researchers considered and found to have a great influence on the person's
self-efficacy is the so-called social modeling. That is to say that
witnessing other people successfully completing a task is an important
source of self-efficacy. It is assumed that seeing people similar to oneself
succeed by sustained effort raises observers' beliefs that they too possess
the capabilities to master comparable activities to succeed (Bandura A.,
2010).
Internet Self-Efficacy
Internet self-efficacy can be defined as the person's perception of his/her

abilities and capabilities to use the internet. This concept has been studied
frequently by several numbers of studies (Chuang, Lin, & Tsai, 2015).
The examination of the person's internet self-efficacy means the
19
examination of his/her confidence in the general skills or knowledge of
operating the internet functions or application (Tsai, Chuang, Liang, &
Tsai, 2011).
Regarding the source of internet self-efficacy and for the development of

the survey that can measure the internet self-efficacy, Bandura (1982) and
Bandura (1994) developed a theory that indicated that the sources of
Internet self-efficacy include enactive mastery experience (e.g., prior
experience of success or failure), vicarious experience (e.g., modeling
choice or performance similarity), verbal persuasion (e.g., feedback or
credibility), and psychological and affective states (e.g., psychological
arousal and moods) (Chuang, Lin, & Tsai, 2015).
Enactive mastery experience is considered the most effective way of

developing the sense of efficacy that is considered the he authentic
success in dealing with a particular situation. In other words, it is
assumed that the enactive mastery of experience is considered the most
influential source of self-efficacy because it represents the most authentic
experience. Therefore, it is a significant factor for the measurement of the
person's internet self-efficacy.
One of the other sources that Chuang, Lin, & Tsai (2015) considered is
the vicarious experience that is the direct experience and it is defined as
the experience that the persons acquires through the observation of other
competent persons successfully perform a specific task. This can support
the assumption that the model plays an important role in the person's
vicarious experience, especially in the internet environment.
Verbal persuasion is one of the sources of internet self-efficacy as

assumed by Lin, & Tsai (2015) too. They defined it as the communication
used to convince the person that he/she has the ability to perform a task.
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It is also assumed that the verbal persuasion in the internet environment
cannot be considered in the form of verbal communication only, but it
also includes text-based, graphic-based or video-based.
Regarding psychological and affective states assumed to be the source of

self-efficacy, it is assumed that ‘‘people read their tension, anxiety, and
depression as signs of personal deficiency’’. As a result, it is significant
to put students’ physiological and affective states into consideration when
person’s sources of self-efficacy are explored.
Online Searching Strategies
Internet and Education
The emergence of internet is considered the enhancement of knowledge

and research. The Internet can be used for research by browsing the
World Wide Web using the Uniform resource locator to access databases
provided electronically by information providers. E-mails can be sent and
received; chats and discussion can be conducted in addition to the
transaction of e-commerce (Afolabi, 2001). Therefore, among its chief
uses are research, entertainment and business (Wajasurriya, 1998).
Interned is characterized by its flexibility and dynamism in information
retrieval, storage and processing. It is for important in education and
learning process for the need to access timely to accurate and relevant
academic information. Therefore, the internet use has been greatly
increased and in turn it increased the speed of reaching to the
information. Instead of going to multiple libraries to search for
information, the person has an unlimited access to thousands of libraries
and books. The significance of the internet may be derived from its
definition as a global network made up of various smaller networks that
enable the user to share information quickly and easily. It is a connection
21
of millions of users and computers around the world in the way that any
use may access to other information on other computer in the world and
the information stored on it. Therefore, it may be described as the tool
that connect the various types of computers in a way that a computer on
the Internet can communicate and share information with other computers
in the network of networks, even though there may be no direct physical
connection between them. It can be said that Internet is a system
architecture that has revolutionized communications and method of
commerce by allowing various computer networks around the world to
interconnect Internets, sometimes referred to as network of networks.
Regardless of the various definitions of the internet, they all share the
idea that the internet is a worldwide network can be accessed from any
place of the world (Eke & Omekwu, 2014).
Currently, and with the increase of interest in using internet in all aspects
of the life, especially in the education and learning process, it becomes
clear that the teacher in the education and learning process should have
the ability to find, evaluate and use information that is constantly
changing. It is assumed that in order to provide students with an adequate
education, it is necessary to address these changes in the society through
the education process. In addition, with the ongoing changes in the way
information is accessed, it becomes clear that ability is not enough for
teachers, but there are some other important issues above the level of
ability that shall be considered in that, including the self-efficacy of the
teacher (Eke & Omekwu, 2014)
Online Searching Strategies
In the process of trying to make information available to information

seekers and users in the past few years, Internet search strategies have
22
become the state of the art. This is so considering the strategic importance
of Internet in information retrieval. However, Brown (1999) stated that
most valuable skill of the twenty first century is the information
navigation. It is related to the navigation of the information stored on the
internet to find the most accurate and reliable information. For this
reason, there are many studies now exploring and investigating such skill.
The ability of reaching to the needed information may be considered the
most critical as what we do on the internet depends on our ability to
search for specific information (Eke & Omekwu, 2014).
Panferov, Miklyaeva, Bezgodova, & Ivanov (2019) in the study of the

strategies of internet search for the University students assumed that that
the effectiveness of searching behavior on the Internet has no
unambiguous relationship with the level of knowledge about the subject
area in which the searching is carried out, but it is determined by
experience in online information searching. Accordingly, Internet
information searching is an integrated cognitive process, which is
significantly different from reading traditional printed sources. In
addition, the mentioned study also stated that the main differences in
perceptive and regulative aspects of searching strategies are not related to
procedural characteristics of the search, but are connected with behavioral
and metacognitive spheres. In general, the reviewed studies demonstrate
the relationship between the preferred strategies for the online
information search and particular levels of personal cognitive
organization.
3. CHAPTER THREE: Methodology
3.1 Introduction
23
This study aims to investigate the relationship between pre-service
aspects for Pre-service English as foreign language teachers.

language in Iraq?
3- What are the personality traits that affect negatively the internet self-
3.2 Research Design
This study is conceptualized as survey research because it endeavors to

reveal the relationship among the variables through adopting a
questionnaire and detect if there are any interchangeable significances
between dependent and independent variables. According to Weisberg et
al.(1996) and Lowhorn (2007), the correlation survey research refers to
the significant statistical relationship among the variables and measuring
any arousal effects from such interchangeable relationships among
specific study variables where This study consists of two types of
24
variables: The independent variables are (Extraversion, Agreeableness,
Conscientiousness, Neuroticism, Intellect/Imaginate)
Dependent variables: (Use, Sharing, Communication, Verification,

Metacognition, Application, Learning)
3.3 Setting and Respondents
The present study respondents are students at Kirkuk University, College

of Education for humanities, English department, and fourth academic
year. The number of the respondents of this study is 84 respondents, 52 of
them are female and 32 of them are male. All of the respondents are of
the fourth academic year and 11.9% of them have less than 11 years of
practice, 40.5% of 11-12 years, and 47.6% of more than 13 years of
practice.
3.4 Reliability Analysis
The researcher started with the reliability analysis of the various

dimensions of the research tools using SPSS. The results of reliability
analysis are summarized in the following table:
Table (1) Reliability Analysis
Personality Dimension
Reliability Statistics
Cronbach's Alpha Cronbach's Alpha Based N of Items

on Standardized Items
.799 .799 20
Internet Self-Efficacy Dimension

25
Cronbach's Alpha Cronbach's Alpha N of Items

Based on Standardized
Items
.980 .981 40
ALL VARIABLES
Case Processing Summary
N %
Cases Valid 84 84
Excluded 16 16
Total 100 100.0
Cronbach's Alpha Cronbach's Alpha N of Items

Based on Standardized
Items
.966 .967 60
Item-Total Statistics
Scale Scale Corrected Squared Cronbach'

Mean if Varianc Item-Total Multiple s Alpha if
Item e if Item Correlatio Correlatio Item
Deleted Deleted n n Deleted
26
P1_EX 200.617 1316.37 .654 . .965
0 2
P2_AG 200.446 1336.20 .378 . .966

8 9
P3_CO 200.659 1326.18 .470 . .966

6 6
P4_NE 201.085 1343.55 .207 . .967

1 8
P5_IN 200.638 1333.84 .368 . .966

3 5
P6_EX 201.021 1332.93 .371 . .966

3 4
P7_AG 201.744 1339.32 .271 . .966

7 5
P8_CO 201.361 1351.62 .106 . .967

7 7
P9_NE 201.085 1340.47 .312 . .966

1 1
P10_IN 201.531 1349.73 .151 . .967

9 3
P11_EX 201.425 1335.33 .314 . .966

5 7
P12_AG 200.638 1332.06 .384 . .966
27
3 2
P13_CO 201.659 1357.53 .038 . .967

6 4
P14_NE 201.680 1359.57 .023 . .967

9 0
P15_IN 201.489 1353.25 .113 . .967

4 5
P16_EX 201.595 1356.29 .072 . .967

7 0
P17_AG 201.808 1333.76 .340 . .966

5 7
P18_CO 201.468 1333.25 .298 . .966

1 4
P19_NE 201.680 1356.09 .061 . .967

9 2
P20_IN 201.638 1351.54 .113 . .967

3 0
IN_USE1 200.425 1314.68 .695 . .965

5 5
IN_USE2 200.851 1308.17 .737 . .965

1 3
IN_USE3 201.021 1308.84 .599 . .965

3 7
28
IN_USE4 200.957 1303.56 .757 . .965
4 3
IN_USE5 200.744 1304.19 .719 . .965

7 4
IN_USE6 200.361 1315.41 .730 . .965

7 0
IN_USE7 200.595 1313.94 .633 . .965

7 2
IN_USE8 200.766 1311.53 .708 . .965

0 1
IN_SHAR1 201.106 1309.53 .572 . .965

4 2
IN_SHAR2 200.851 1308.08 .692 . .965

1 6
IN_SHAR3 200.808 1315.33 .684 . .965

5 2
IN_SHAR4 201.106 1304.79 .704 . .965

4 3
IN_SHAR5 200.978 1315.45 .566 . .965

7 6
IN_SHAR6 201.000 1314.17 .606 . .965

0 4
29
IN_COMM 200.276 1309.90 .776 . .965
1 6 0
IN_COMM 200.553 1298.34 .749 . .965

2 2 0
IN_COMM 200.829 1300.92 .695 . .965

3 8 7
IN_COMM 200.744 1294.54 .750 . .965

4 7 2
IN_VER1 200.914 1292.64 .795 . .965

9 5
IN_VER2 201.021 1305.89 .748 . .965

3 1
IN_VER3 201.021 1300.10 .795 . .965

3 8
IN_VER4 200.829 1302.92 .777 . .965

8 7
IN_VER5 200.872 1300.76 .790 . .965

3 6
IN_VER6 200.702 1308.95 .751 . .965

1 3
IN_VER7 200.702 1308.69 .773 . .965

1 2
IN_VER8 200.638 1307.23 .786 . .965
30
3 6
IN_MET1 200.617 1306.93 .696 . .965

0 7
IN_MET2 200.829 1310.66 .645 . .965

8 6
IN_MET3 200.638 1315.06 .687 . .965

3 2
IN_MET4 200.787 1308.82 .713 . .965

2 3
IN_MET5 200.680 1310.57 .681 . .965

9 0
IN_MET6 200.638 1303.19 .757 . .965

3 2
IN_APP1 200.787 1297.78 .745 . .965

2 0
IN_APP2 200.744 1292.89 .737 . .965

7 0
IN_APP3 200.829 1307.18 .631 . .965

8 8
IN_APP4 201.000 1303.87 .678 . .965

0 0
IN_LEA1 200.723 1300.94 .793 . .965

4 4
31
IN_LEA2 200.638 1295.36 .829 . .965
3 6
IN_LEA3 200.659 1302.09 .819 . .965

6 9
IN_LEA4 200.553 1309.64 .790 . .965

2 4
To check the reliability and internal consistency of the items. The

researcher used SPSS (V.25) in analyzing collected data, Cronbach's
Alpha value of the variables was detected. The participants' personality
20 items Cronbach's Alpha was 0.799, considered very good. According
to Ursachi et al. (2015), an Alpha value of .6 - .7 manifests an acceptable
value of reliability, and .8 or greater value indicates an excellent value of
reliability.
From the below-mentioned table, it is clear that the reliability of all

variables of the questionnaire is accepted. For the personality dimension,
the above-mentioned table indicates that Cronbach's Alpha test result
reached 0.799 for the personality variables. This result indicates that the
reliability of this dimension is accepted. Regarding the different internet
self-efficacy variables, Cronbach's Alpha test result was 0. 980 that is
good rate and accepted. For the complete questionnaire and all variables,
Cronbach's Alpha test result was 0. 966 that is good result regarding the
reliability of the questionnaire.
3.5 Research Measuring Tool
The researcher developed a questionnaire that includes a number of

questions, some of them are related to personality and other questions are
32
related to internet self-efficiency. Regarding the exploration of
personality traits, the researcher will use the Big Five factors of
personality (Extraversion, Agreeableness, Conscientiousness,
Neuroticism, and Intellect/Imagination (or openness) for the exploration
of personality aspects of participants (Donnellan, Oswald, Baird, &
Lucas, 2006). Furthermore, the researcher, in developing the measuring
tool part related to internet self-efficacy, will use such instrument
developed by Chuang, Lin, & Tsai, (2015) for the investigation of the
person's internet self-efficacy from various aspects, including usage,
sharing, communication, verification, metacognition, application in
addition to learning.
The questionnaire is divided into parts. The first part of the questionnaire
consists of five elements, which are the time of responding to the
questionnaire questions, the gender of the respondent, the age of the
respondent, the education level of the respondent and the number of years
of learning or practicing English.
The next part of the questionnaire includes the questions related to the
exploration of the personality traits. This part includes twenty sentences
all of them explore the aspects of personality. The respondent in order to
respond to each of them has five responses ranging between "I strongly
disagree" and "I strongly agree". The sentences of this part include:
1. Am the life of the party?
2. Sympathize with others’ feelings
3. Get chores done right away.
4. Have frequent mood swings.
5. Have a vivid imagination.
33
6. Don’t talk a lot.
7. Am not interested in other people’s problems.
8. Often forget to put things back in their proper place.
9. Am relaxed most of the time.
10. Am not interested in abstract ideas.
11. Talk to a lot of different people at parties.
12. Feel others’ emotions.
13. like order.
14. Get upset easily.
15. Have difficulty understanding abstract ideas.
16. Keep in the background.
17. Am not really interested in others.
18. Make a mess of things
19. Seldom feel blue.
20. Do not have a good imagination.
In the next part of the questionnaire, there are eight sentences exploring
the internet self-efficiency of the respondents, and it includes the
following sentences:
I know how to use the Internet to browse information
Although it may seem difficult to operate the functions provided on the

website, I am learning how to use them in no time
34
Whenever I encounter any problem online, I can fix it myself
I know how to use all kinds of websites to help myself get online
Although my computer is different, I know how to connect it to the

Internet
I know how to browse information on a smartphone
Although the website on the smartphone version may look different from
the one on the computer, I know how to get the information via the
smartphone
I know how to distinguish the things I can solve online from those I can't
The respondent also in order to respond to each of them has five

responses ranging between "I strongly disagree" and "I strongly agree".
In the next part of the questionnaire, there are other six sentences
exploring the aspect of information sharing of the respondents, including
the following sentences:
I know how to share my opinions online
I know how to rate opinions given by others on the Internet
I know how to provide the information I know in]
I know how to start an issue for others to discuss online
I know how to have a discussion about a particular issue with others on

the Internet
I know how to present my view on an issue that has different points of

view than mine on the Internet
There is other four sentences related to communication skills:
35
I know how to contact my online friends
I know how to ask others for help on the Internet
I know how to strengthen my relationship with others on the Internet
I know how to manage my online friendship]
In the next part, there are eight sentences related to the skill of
verification of information, including the following sentences:
I know how to judge the correctness of information on the Internet
I know how to judge whether information is trustworthy on the Internet
I know how to judge whether information is needed on the Internet
Although I am not familiar with the information provided, I know how to

judge its correctness through other means on the Internet
When people provide identical information on the Internet, I know how to

judge its correctness on my own
Based on various sources, I know how to judge the correctness of

information on the Internet
I know how to judge the correctness of information others provide on the

Internet
I know how to judge whether information is right for me on the Internet
In the next part, there are other six sentences related to metacognition,
including the following sentences:
I understand the consequences of my online behavior
I don't feel anxious when I encounter various information on the Internet
36
I know how to distinguish information that I already know on the Internet
I know how to elicit unnecessary information on the Internet
After I have the information, I know if it is satisfactory for my need
When I am sure of what I am looking for on the Internet, I can think of

different ways to achieve my goal, and think of different ways to achieve
my goal]
In the next part, there are the sentences related to application:
I know how to use the internet to buy daily necessities like books and
clothes
I know how to use the internet to play online games
I know how to use the internet to plan a leisure trip itinerary
I know how to use the Internet to manage electronic spaces, such as blogs
and social media sites
Finally, and in the last part, there are four sentences related to using
internet for learning:
I know how to use online resources to fix the problem I'm having
I know how to use the internet to learn any subject that interests me
I know how to use the internet to make my studies more efficient
I know how to use the Internet to enhance the effectiveness of my studies
37
SN Demographic Gender
information
Age
Educational level
years of practice
Extraversion Am the life of the party.

Personality
Agreeableness Sympathize with others’ feelings
Conscientiousness Get chores done right away.
Neuroticism Have frequent mood swings.
Intellect/Imagination Have a vivid imagination.
Extraversion Don’t talk a lot. (R)
Agreeableness Am not interested in other people’s

problems. (R)
Conscientiousness Often forget to put things back in their

proper place. (R)
Neuroticism Am relaxed most of the time. (R)
Intellect/Imagination Am not interested in abstract ideas. (R)
Extraversion Talk to a lot of different people at

parties.
Agreeableness Feel others’ emotions.
Conscientiousness Like order.
Neuroticism Get upset easily.
38
Intellect/Imagination Have difficulty understanding abstract
ideas. (R)
Extraversion Keep in the background. (R)
Agreeableness Am not really interested in others. (R)
Conscientiousness Make a mess of things ( R)
Neuroticism Seldom feel blue. (R)
Intellect/Imagination Do not have a good imagination. (R)
39
2 Use I know how to use the Internet to
browse information
Although it may seem difficult to

operate the functions provided on the
website, I am learning how to use them
in no time
Whenever I encounter any problem

online, I can fix it myself
I know how to use all kinds of

websites to help myself get online
Although my computer is different, I

know how to connect it to the Internet
I know how to browse information on

a smartphone
Although the website on the

smartphone version may look different
from the one on the computer, I know
how to get the information via the
smartphone
I know how to distinguish the things I

can solve online from those I can't
3 Sharing I know how to share my opinions

online
I know how to rate opinions given by
40
Inte others on the Internet
rnet
I know how to provide the information
-
I know in]
self
effi I know how to start an issue for others
cien to discuss online
cy I know how to have a discussion about

a particular issue with others on the
Internet
I know how to present my view on an

issue that has different points of view
than mine on the Internet
4 Communication I know how to contact my online

friends
I know how to ask others for help on

the Internet
I know how to strengthen my

relationship with others on the Internet
I know how to manage my online

friendship
41
5 Verification I know how to judge the correctness of
I know how to judge whether

information is trustworthy on the
Internet

information is needed on the Internet
Although I am not familiar with the

information provided, I know how to
judge its correctness through other
means on the Internet
When people provide identical

information on the Internet, I know
how to judge its correctness on my
own
Based on various sources, I know how

to judge the correctness of information
on the Internet
I know how to judge the correctness of

information others provide on the
Internet

information is right for me on the
Internet
6 Metacognition I understand the consequences of my
42
online behavior
I don't feel anxious when I encounter

various information on the Internet
I know how to distinguish information

that I already know on the Internet
I know how to elicit unnecessary

After I have the information, I know if

it is satisfactory for my need
When I am sure of what I am looking

for on the Internet, I can think of
different ways to achieve my goal, and
think of different ways to achieve my
goal
7 Application I know how to use the internet to buy

daily necessities like books and clothes
I know how to use the internet to play

online games
I know how to use the internet to plan

a leisure trip itinerary
I know how to use the Internet to

manage electronic spaces, such as
blogs and social media sites
8 Learning I know how to use online resources to
43
fix the problem I'm having
I know how to use the internet to learn

any subject that interests me
I know how to use the internet to make

my studies more efficient
I know how to use the Internet to

enhance the effectiveness of my
studies
3.6 Procedure
All participants were informed with the following questionnaire concerns

study: the relationship between personality and Internet self-efficacy for
Pre-service English as a foreign language teacher using online searching
strategies. It would take a maximum of fifty-five minutes. Participants
were randomly assigned to the research study. The questionnaire was
administered online using Google Docs: Free Online Documents for
Personal Use form. The link was shared on WhatsApp groups of English
language students and other social media.
There were 100 respondents to the questionnaire, but the respondents of

missing responses were deleted, therefore, the respondents of the
questionnaire became 84 only after removing those respondents of
missing responses.
The questions of the questionnaire have been divided into two

dimensions, namely personality traits and internet self-efficacy. Each one
of these two dimensions has sub-dimensions. Regarding the personality
traits dimension, it has five sub-dimensions, which are:
44
Extraversion
Agreeableness
Conscientiousness
Neuroticism
Intellect/Imagination
Each one of these five dimensions has four questions in the questionnaire
as indicated in table (2) above.
Regarding internet self-efficacy, it has seven dimensions, which are:
Use
Sharing
Communication
Verification
Metacognition
Application
Learning
Each one of these dimensions has a number of questions in the

questionnaire as indicated in table (2) above.
The participants indicated their level of agreement with statements on a

5-points scale ranging from "strongly agree" to" strongly disagree"
concerning the two dimensions of the study and all variables of
personality and internet-self-efficacy.
45
The questionnaire consisted of a demographic section, and other two
main sections: The participants' personality which consisted of 20 items,
namely (1, 2, 3… 20), and internet self-efficacy scales which
incorporated 40 items, namely (21 31, 32… 60).
The data were interned into SPSS version 25 for the arrangement of the
data and analyzing them later after responding to the questions of the
questionnaire by the respondents. After entering the data, the responses
of the questionnaire were encoded first as follows:
Strongly Agree Not sure Disagree Strongly

agree Disagree
5 4 3 2 1
Then, all responses of respondents have been entered with these codes
into SPSS in order to analyze them as stated in the following parts. But
before starting analyzing, the researcher checked the negative parameters
and reversed their encoding. These questions in the personality
parameters are:
1. Don’t talk a lot. (R)
2. Am not interested in other people’s problems. (R)
3. Often forget to put things back in their proper place (R)
4. Am relaxed most of the time. (R)
5. Am not interested in abstract ideas. (R)
6. Have difficulty understanding abstract ideas. (R)
7. Keep in the background. (R)
46
8. Am not really interested in others. (R)
9. Make a mess of things (R)
10. Seldom feel blue. (R)
11. Do not have a good imagination. (R)
These question codes have been reversed in other different variables

while maintaining the original variables to be as follows:

agree Disagree
1 2 3 4 5
Based on the foregoing, the values of the arithmetic averages reached by

the study will be dealt with as follows:
(3.67-and above: high), (2.34-3.66: medium), (2.33-and below: low)
3.7 Statistical processing:
After collecting the data, and the necessary information about the
variables of the study, it was coded and entered into the computer to
extract the statistical results, where the software for the statistical
packages for social sciences (SPSS) was used to process the data obtained
through the field study from the members of the study sample, and
specifically the researcher He used the following statistical methods to
answer the study questions and test its hypotheses:
The validity of the internal consistency through (Pearson correlation

coefficient): It indicates the strength of the correlation of each of the
dimension statements with the dimension as a whole.
47
Descriptive statistics: to describe the characteristics of the study sample
and to indicate the extent to which it represents the characteristics of the
community from which it was drawn
Pearson Correlation: to study the existence of a relationship between the

independent variable and the dependent variable
Stepwise multiple regression analysis to test the effect between the study
variables.Then, the researcher started the analyzing process and
extracting results as indicated in the following chapters of the study.
Chapter four
Study variables:
This study consists of two types of variables: The independent variables

are (Extraversion, Agreeableness, Conscientiousness, Neuroticism, and
Intellect/Imaginate)
Dependent variables: (Use, Sharing, Communication, Verification,

Metacognition, Application, Learning)
Statistical processing:
After collecting the data, and the necessary information about the
variables of the study, it was coded and entered into the computer to
extract the statistical results, where the software for the statistical
through the field study from the members of the study sample, and
specifically the researcher He used the following statistical methods to
answer the study questions and test its hypotheses:
48
The validity of the internal consistency through (Pearson correlation
coefficient): It indicates the strength of the correlation of each of the
dimension statements with the dimension as a whole.
Descriptive statistics: to describe the characteristics of the study sample

and to indicate the extent to which it represents the characteristics of the
community from which it was drawn
Pearson Correlation: to study the existence of a relationship between the

independent variable and the dependent variable
Stepwise multiple regression analysis to test the effect between the study
variables
View and discuss results
Descriptive statistics for the demographic variables of the study sample:
The population of this study consists of students from Kirkuk University,

College of Education for Humanities, English department, fourth stage.
The number of respondents in this study is 84 respondents, 52 of them are
female and 32 of them are male students.
Table (1) Distribution of study sample members by gender variable:
Gender Frequencies Percentage
Male 32 38.1
Female 52 61.9
Total 84 100%
49
Table (1) shows that the study sample members were distributed
according to the gender variable as follows: (38.1%) for males and
(61.9%) for females. We conclude from this that most of the students of
the English Language Department at the College of Education are
females.
Table (2) Distribution of the study sample members according to the age
variable:
Age Frequencies Percentage
22 years 11 13
23 years 8 9.5
24 years 47 55.9
More than 25 18 21.4
Total 84 100%
50
22 years 23 years 24 years More than 25
21.4% 13%
9.5%
55.9%
according to the age variable as follows: (13%) for 22 years, (9.5%) for
23 years, (55.9%) for 24years, and (21.4%) for more than 25 years
Table (3) Distribution of study sample members according to the fourth

stage of study:
stage Frequencies Percentage
Fourth year 84 100%
according to the variable of the fourth stage of study, and it was 84 of the
sample with a percentage of 100
Table (4) Distribution of study sample members by years of practice

variable:
51
Age Frequencies Percentage
Less than 11 years 10 11.9
From 11to12 years 34 40.5
More than 13 years 40 47.6
Total 84 100%
Less than 11 years From 11to12 years More than 13 years
11.9%
47.6%
40.5%
Table (4) shows that the study sample individuals were distributed
according to the variable years of practice as follows: (11.9%) for less
than 11years, (40.5%) from 11 to 12 years, (47.6%) for more than
13years. We conclude that most of the sample members have many years
of practice
Descriptive statistics for the study items:
The results of the descriptive statistical analysis of the data, which

include the arithmetic averages and standard deviations of all the
52
independent and dependent study variables, and the items constituting
each variable, were taken into account (Likert-type scale) used in the
study was graded as follows:

agree Disagree
5 4 3 2 1
Based on the foregoing, the values of the arithmetic averages reached by

the study will be dealt with as follows:
(3.67-and above: high), (2.34-3.66: medium), (2.33-and below: low)
Table (4) mean, and standard deviations of the responses of the study
sample members to the Diminution Extraversion:
THE QOASTION MEAN SD EVALUATION
Am the life of the party 4.2738 0.70028 high
Don’t talk a lot 4.1429 0.79369 high
Talk to a lot of different people

4.0476 0.90387 high
at parties
Keep in the background 4.1310 0.84710 high
Total mean 4.1488 high
Table (4) shows the mean and standard deviations of the responses of the
study individuals about the dimension (extraversion), where the item (I
am the life of the party) ranked first with a mean (4.2738) and a standard
deviation (0.70028), which is of the high rating, and the item came in last
place (talk to a lot of different people at parties) with an average (4.0476)
and a standard deviation of (0.90387), which is of the high rating
53
As it can be seen from the previous table that the overall mean of the
dimension (extraversion) was (4.1488) which corresponds to the high
rating.
sample members to the Diminution Agreeableness:
Sympathize with others’

4.2619 0.69627 high
feelings
Am not interested in other

4.0476 0.84888 high
people’s problems
Feel others’ emotions 4.0952 0.96467 high
Am not really interested in

4.1190 0.78241 high
others
study individuals about the dimension (Agreeableness), where the item
(Sympathize with others’ feelings) ranked first with a mean (4.2619) and
a standard deviation (0.69627), which is of the high rating, and the item
came in last place (Am not interested in other people’s problems) with an
average (4.0476) and a standard deviation of (0.84888), which is of the
high rating.
dimension (Agreeableness) was (4.1310) which corresponds to the high
rating.
54
sample members to the Diminution Conscientiousness:
The question MEAN SD EVALUATION
Get chores done right away 4.1905 0.81368 high
Often forget to put things back

4.1548 0.79901 high
in their proper place
Like order 4.1429 0.86627 high
Make a mess of things 4.2262 0.76601 high
study individuals about the dimension (Conscientiousness), where the
item (Make a mess of things) ranked first with a mean (4.2262) and a
standard deviation (0.76601), which is of the high rating, and the item
came in last place (Like order) with an average (4.1429) and a standard
deviation of (0.86627), which is of the high rating.
dimension (Conscientiousness) was (4.1786) which corresponds to the
high rating.
sample members to the Diminution Neuroticism:
Have frequent mood swings 4.0476 0.86296 high
Am relaxed most of the time 4.1548 0.81395 high
55
Get upset easily 4.1667 0.75782 high
Seldom feel blue 4.1905 0.81368 high
study individuals about the dimension (Neuroticism), where the item
(Seldom feel blue) ranked first with a mean (4.1905) and a standard
deviation (0.81368), which is of the high rating, and the item came in last
place (Have frequent mood swings) with an average (4.0476) and a
standard deviation of (0.86296), which is of the high rating.
dimension (Neuroticism) was (4.1399) which corresponds to the high
rating.
sample members to the Diminution Imagination:
Have a vivid imagination 4.1905 0.85695 high
Am not interested in abstract

4.1667 0.81895 high
ideas
Have difficulty understanding

4.0952 0.83043 high
abstract ideas
Do not have a good imagination 4.1429 0.85225 high
study individuals about the dimension (Imagination), where the item
56
(Have a vivid imagination) ranked first with a mean (4.1905) and a
standard deviation (0.85695), which is of the high rating, and the item
came in last place (Have difficulty understanding abstract ideas) with an
average (4.0952) and a standard deviation of (0.83043), which is of the
high rating.
dimension (Imagination) was (4.1488) which corresponds to the high
rating.
Table (9) Comparison of the dimensions of the independent variable

(personality traits):
the dimensions MEAN EVALUATION
Extraversion 4.1488 high
Agreeableness 4.1310 high
Conscientiousness 4.1786 high
Neuroticism 4.1399 high
Intellect/Imagination 4.1488 high
57
Table (9) shows that the means of the independent variables ranged
between (4.1310, 4.1786), where (the conscience) got the highest mean
which is (4.1786), while the (Agreeableness) have the lowest mean
(4.1310)
sample members to the Diminution Use:
I know how to use the Internet

4.2024 0.65454 high
to browse information
Although it may seem difficult

to operate the functions
provided on the website, I am 4.0733 0.71487 high
learning how to use them in no
time
Whenever I encounter any 4.0823 0.83894 high

problem online, I can fix it
58
myself
I know how to use all kinds of

websites to help myself get 4.1667 0.83353 high
online
Although my computer is
different, I know how to connect 4.0833 0.82445 high
it to the Internet
I know how to browse

4.1429 0.76273 high
information on a smartphone
Although the website on the

smartphone version may look
different from the one on the 4.1310 0.87509 high
computer, I know how to get the
information via the smartphone
I know how to distinguish the

things I can solve online from 4.1667 0.77356 high
those I can't
Table (10) shows the mean and standard deviations of the responses of
the study individuals about the dimension (Use), where the item (I know
how to use the Internet to browse information) ranked first with a mean
(4.2024) and a standard deviation (0.65454) which is of the high rating,
and the item came in last place (Although it may seem difficult to operate
the functions provided on the website, I am learning how to use them in
no time) with an average (4.0733) and a standard deviation of (0.71487),
which is of the high rating.
59
dimension (Use) was (4.1324) which corresponds to the high rating.
sample members to the Diminution Sharing:
I know how to share my

4.2738 0.64661 high
opinions online
I know how to rate opinions

4.2143 0.72927 high
given by others on the Internet
I know how to provide the

4.2024 0.72444 high
information I know in
I know how to start an issue for

4.1429 0.67917 high
others to discuss online
I know how to have a discussion

about a particular issue with 4.2838 0.68286 high
others on the Internet
I know how to present my view

on an issue that has different
4.2143 0.71256 high
points of view than mine on the
Internet
the study individuals about the dimension (Sharing), where the item (I
know how to have a discussion about a particular issue with others on the
60
Internet) ranked first with a mean (4.2838) and a standard deviation
(0.68286) which is of the high rating, and the item came in last place (I
know how to start an issue for others to discuss online) with an average
(4.1429) and a standard deviation of (0.67917) which is of the high
rating.
dimension (Sharing) was (4.2202) which corresponds to the high rating.
sample members to the Diminution Communication:
I know how to contact my

4.1667 0.72533 high
online friends
I know how to ask others for

4.2857 0.76947 high
help on the Internet
I know how to strengthen my

relationship with others on the 4.1905 0.59061 high
Internet
I know how to manage my

4.1429 0.74677 high
online friendship
the study individuals about the dimension (Communication), where the
item (I know how to ask others for help on the Internet) ranked first with
a mean (4.2857) and a standard deviation (0.76947) which is of the high
rating, and the item came in last place (I know how to manage my online
61
friendship) with an average (4.1429) and a standard deviation of
(0.74677) which is of the high rating.
dimension (Communication) was (4.1964) which corresponds to the high
rating.
sample members to the Diminution Verification:
THE QUESTION MEAN SD EVALUATION
I know how to judge the

correctness of information on 4.2500 0.70923 high
the Internet

information is trustworthy on 4.2143 0.72927 high
the Internet

information is needed on the 4.2738 0.66498 high
Internet
Although I am not familiar with

the information provided, I
know how to judge its 4.2143 0.69545 high
correctness through other means
on the Internet
When people provide identical 4.1310 0.75697 high

information on the Internet, I
know how to judge its
62
correctness on my own
Based on various sources, I

know how to judge the 4.1429 0.79369 high
correctness of information on
I know how to judge the

correctness of information 4.1190 0.62873 high
others provide on the Internet

information is right for me on 4.2500 0.74243 high
the Internet
the study individuals about the dimension (Verification), where the item
(I know how to judge whether information is needed on the Internet)
ranked first with a mean (4.2738) and a standard deviation (0.66498)
which is of the high rating, and the item came in last place (I know how
to judge the correctness of information others provide on the Internet)
with an average (4.1190) and a standard deviation of (0.62873) which is
of the high rating.
dimension (Verification) was (4.1994) which corresponds to the high
rating.
sample members to the Diminution Metacognition:
63
I understand the consequences
4.2738 0.62770 high
of my online behavior
I don't feel anxious when I

encounter various information 4.2619 0.73006 high
on the Internet
I know how to distinguish

information that I already know 4.1548 0.73622 high
on the Internet
I know how to elicit

unnecessary information on the 4.1071 0.77643 high
Internet
After I have the information, I

know if it is satisfactory for my 4.2619 0.74638 high
need
When I am sure of what I am

looking for on the Internet, I can
think of different ways to
4.2976 0.74088 high
achieve my goal, and think of
different ways to achieve my
goal
the study individuals about the dimension (Metacognition), where the
item (When I am sure of what I am looking for on the Internet, I can think
of different ways to achieve my goal, and think of different ways to
achieve my goal) ranked first with a mean (4.2976) and a standard
64
deviation (0.74088) which is of the high rating, and the item came in last
place (I know how to elicit unnecessary information on the Internet) with
an average (4.1071) and a standard deviation of (0.77643) which is of the
high rating.
dimension (Metacognition) was (4.2262) which corresponds to the high
rating.
sample members to the Diminution Application:
I know how to use the internet

to buy daily necessities like 4.1429 0.73045 high
books and clothes

4.1667 0.74176 high
to play online games

4.2143 0.76160 high
to plan a leisure trip itinerary

to manage electronic spaces,
4.2381 0.83043 high
such as blogs and social media
sites
the study individuals about the dimension (Application), where the item
(I know how to use the Internet to manage electronic spaces, such as
65
blogs and social media sites) ranked first with a mean (4.2381) and a
standard deviation (0.83043) which is of the high rating, and the item
came in last place (I know how to use the internet to buy daily necessities
like books and clothes) with an average (4.1429) and a standard deviation
of (0.73045) which is of the high rating.
dimension (Application) was (4.1905) which corresponds to the high
rating.
sample members to the Diminution Learning:
I know how to use online

resources to fix the problem I'm 4.2976 0.75697 high
having

to learn any subject that interests 4.1905 0.82836 high
me

to make my studies more 4.0714 0.83285 high
efficient

to enhance the effectiveness of 4.2024 0.86121 high
my studies
66
the study individuals about the dimension (Learning), where the item (I
know how to use online resources to fix the problem I'm having) ranked
first with a mean (4.2976) and a standard deviation (0.75697) which is of
the high rating, and the item came in last place (I know how to use the
internet to make my studies more efficient) with an average (4.0714) and
a standard deviation of (0.86121) which is of the high rating.
dimension (Learning) was (4.1915) which corresponds to the high rating.
Table (17) Comparison of the dimensions of the dependent variable

(Internet-self efficiency):
The Dimensions MEAN EVALUATION
Use 4.1324 high
Sharing 4.2202 high
Communication 4.1964 high
Verification 4.1994 high
Metacognition 4.2262 high
Application 4.1905 high
Learning 4.1915 high
67
Table (17) shows that the means of the dependent variables ranged
between (4.1324, 4.2262), where (Metacognition) got the highest mean
which is (4.2262), while the (use) have the lowest mean (4.1324)
The study of research hypotheses
To answer the first question about the existence of a relationship between

personality traits and Internet self-efficacy, we studied the Correlation
between the independent variables and the dependent variable
And to answer the second and third questions about the knowledge of
personality traits that affect self-efficacy positively or negatively, we
conducted a study Stepwise multiple regression analysis to test the effect
between the study variables
Table (17) Correlation between personality traits variables (Extraversion,

Agreeableness, Conscientiousness, Neuroticism, Intellect/Imaginate) and
internet self-efficacy
68
Conscientiousn
Agreeableness
Extraversion
Neuroticism
Pearson Correlation
Imaginate
ess
Internet-self 0.687** 0.668** 0.690** 0.670** 0.705**
efficiency
sig 0.000 0.000 0.000 0.000 0.000
Table (17) shows that there is a positive correlation and statistical

significance at the 0.01 significance level between all dimensions of the
independent variable personality traits (extraversion, agreement,
conscientiousness, neuroticism, thought/imagination) and the dependent
variable (internet self-efficacy)
Where the values of the correlation coefficients range between (0.668,

0.705)
Where the dimension (Imagine) got the highest correlation coefficient,

while the dimension (Agreeableness) got the lowest correlation
coefficient
To answer the second and third questions about the knowledge of

personality traits that affect self-efficacy positively or negatively, we
conducted a study Stepwise multiple regression analysis to test the effect
between the study variables
Table (18) Stepwise multiple regression analysis to test the effect

between personality traits variables (Extraversion, Agreeableness,
Conscientiousness, Neuroticism, and Intellect/Imaginate) and internet
self-efficacy:
R R² Adjusted R² F Sig
69
0.726 0.528 0.516 45.269 0.000
Coefficients
Model t Sig
B Std. Error
1 (Constant) 83.762 9.153 9.151 0.000
Imaginate 2.712 0.909 2.982 0.004
Conscientiousnes
2.322 1.014 2.291 0.025
s
Table (18) shows the explanatory and predictive ability For personality
traits (extraversion, agreeableness, conscientiousness, neuroticism,
thought/imagination) in Internet self-efficacy is (0.516) depending on the
adjusted R² value, the remainder of the variance in the dependent variable
is due to other factors outside the scope of the study, and it is also clear
that the value of the F statistic (45.269) with a statistical significance
level less than (0.05), which indicates a statistical significance.
We conclude that the effect relationship between personality traits and the
self-efficacy of the Internet is statistically significant
It is clear from the table (18) and by following the T-test values of the
independent variables (Imaginate, Conscientiousness) has a statistically
significant effect on Internet self-efficacy, and the calculated T value was
(2.982, 2.291) respectively with a statistical significance level less than
(0.05).
70
While the variables (Extraversion, Acceptance, Neuroticism) were
excluded for them not of significance
Finally, we derive the regression equation
Y2 = 83.762+ 2.712x1 + 2.322x2
We conclude that the more (Imaginate) by one unit the greater the
(Internet self-efficacy) by 2.712 and the more (Conscientiousness) by one
unit the greater the (Internet self-efficacy) by 2.322
5. Chapter Five
5.1 Introduction
The assessment of the internet-self efficacy of the pre-service teacher is

an importance measure in the path of preparing them for the education
process in an environment that introduces technology and internet in
every aspect of it. There are a number of studies that used searching skills
and tasks to investigate the learning outcomes in an internet-based
context considering searching the most commonly used activity on the
internet. This study attempted to reveal the importance of Exploration of
the relationship between personality and Internet self-efficacy for Pre-
service English as a foreign language teachers using online searching
strategies. In order to prepare pre-service teachers for the educational
process in a setting that integrates technology and the internet into every
element of it, it is crucial to assess their digital self-efficacy. Numerous
research have examined the learning effects in internet-based contexts
using searching activities and skills, with searching being the most
popular internet activity. The participants in the current study are fourth-
year English majors from Kirkuk University's College of Education for
71
Humanities. 84 people took part in the study as respondents, 52 of them
were women and 32 of whom were men. All of the respondents are in
their fourth academic year, and 11.9% have less than 11 years' worth of
experience, 40.5% have between 11 and 12 years' worth, and 47.6% have
more than 13 years.
5.2. Discussing the Major Results of the Study

language in Iraq?
3- What are the personality traits that affect negatively the internet self-
The Big Five personality traits—Extraversion, Agreeableness,

Conscientiousness, Neuroticism, and Intellect/Imagination (or openness)
was used by the researcher to examine participants' personalities. A tool
created by Chuang, Lin, and Tsai (2015) will also be used by the
researcher to examine many areas of internet self-efficacy, such as using,
sharing, communication, verification, metacognition, application, and
learning. Five factors make up the questionnaire: the time spent
answering the questions, the respondent's age, their level of education,
and the number of years spent studying or using English. Is the life of the
72
party, among other phrases in this section? \ r2. Be understanding to
others' emotions. Do your chores immediately away. In the first part of
the questionnaire, there are eight sentences related to the skill of
verification of information, including the following sentences:. I know
how to judge the correctness of information on the Internet. The
respondent also in order to respond to each of these questions, has five
responses ranging between I strongly disagree and 'I strongly agree.
Examine the sentences related to metacognition, which include the
following:
The researcher understand the consequences of my online behavior, 2. I

don't feel anxious when I encounter various information on the Internet,
and 3. I know how to distinguish information that I already know on the
internet, and 4. I can think of different ways to achieve my goal, and use
the Internet to manage electronic spaces, such as blogs and social media
sites, to enhance effectiveness of my studies. The questions of the
questionnaire have been divided into two dimensions, namely personality
traits and internet self-efficacy. Regarding the personality traits
dimension, it has five sub-dimensions, which are. The questionnaire was
administered online using Google Docs: Free Online Documents for
Personal Use form. The link was shared on WhatsApp groups of English
language students and other social media. The data were interned into
SPSS version 25 for the arrangement of the data and analyzing them later.
The questionnaire consisted of a demographic section, and other two
main sections: The participants' personality which consisted of 20 items,
and internet self-efficacy scales which incorporated 40 items, namely (21
31, 32… 60). After collecting the data, and the necessary information
about the variables of the study, it was coded and entered into the
73
computer to extract the statistical results. The software for the statistical
through the field study. The researcher used the following statistical
methods to answer the study questions and test its hypotheses. After
collecting the data, and the necessary information about the variables of
the study, it was coded and entered into the computer to extract the
statistical results. The software for the statistical packages for social
sciences (SPSS) was used to process the data obtained through the field
study from the members of the community. The population of this study
consists of students from Kirkuk University, College of Education for
Humanities, English department, and fourth stage. The number of
respondents in this study is 84 respondents, 52 of them are female and 32
of them are male students. Table (1) showed that the study sample
members were distributed according to the gender variable as follows:
(38.1%) for males and (61.9%) for females. We conclude from this that
most of the students of the English Language Department at the College
of Education are females. According to the age variable, the study sample
members were distributed as follows, as shown in Table 2: (21.4%) for
more than 25 years, (13%) for 22 years, (9.5%) for 23 years, (55.9%) for
24 years. Table (3) showed that the study sample members were
distributed according to the variable of the fourth stage of study, and it
was 84 of the sample with a percentage of 100. Table (4) showed that the
study sample individuals were distributed according to the variable years
of practice as follows: (11.9%) for less than 11years, (40.5%) from 11 to
12 years, (47.6%) for more than 13years. We conclude that most of the
sample members have many years of practice. The results of the
descriptive statistical analysis of the data, which include the arithmetic
averages and standard deviations of all the independent and dependent
study variables, and the items constituting each variable, were taken into
74
account (Likert-type scale). Table (4) showed the mean and standard
deviations of the responses of the study individuals about the dimension
(extraversion). The item (I am the life of the party) ranked first with a
mean (4.2738) and a standard deviation (0.70028), which is of the high
rating, and the item (talk to a lot of different people at parties) came in
last place. The mean and standard deviations of the study participants'
responses to the dimension are displayed in Table (5). (Agreeableness).
The first-placed item, "Sympathize with others' feelings," had a high
rating with a mean score of 4.261 and a standard deviation of 0.69627.
The last-placed item, "Am not interested in other people's issues,"
received a poor rating with an average of 4.0476 and a standard deviation
of 0.84888. The results of the study participants' responses are shown in
Table (6), with the item (Make a mess of things) ranking first with a
mean (4.2262) and a standard deviation (0.76601), both of which are of a
high rating, and the item (Like order) coming in last with an average
(4.1429) and a standard deviation of (0.86627), also of a high rating.
From table6, it is clear that the dimension's overall mean
(Conscientiousness) was (4.1786), which is a high grade. Table (7)
displayed the mean and standard deviations of the responses made by the
study participants regarding the dimension (Neuroticism), with the item
(Seldom feel blue) ranking first and the item (Have frequent mood
swings) coming in last with averages of (4.0476) and (0.86296), both of
which are highly rated.
As can be seen from the previous table, the dimension's overall mean
(Neuroticism) was 4.1399, which is a high grade. Have a vivid
imagination came in first with a mean (4.1905) and a standard deviation
(0.85695), which is of the high rating, and have difficulty understanding
abstract ideas came in last with an average (4.0952) and a standard
75
deviation of (0.83043), which is of the high rating. Table (8) showed the
mean and standard deviations of the responses of the study participants
about the dimension (Imagination).The total mean of the dimension
(Imagination) was (4.1488), as shown in the preceding table, and this
value corresponds to a high ranking. Table (9) showed that the means of
the independent variables ranged between (4.1310, 4.1786), where (the
conscience) got the highest mean which is (4.1786), while the
(Agreeableness) have the lowest mean (4.1310). I know how to use the
Internet to browse information, which ranked first with a mean of 4.2204
and a standard deviation of 0.65454 that is of the high rating, and the item
that came in last place, "Although it may seem difficult to operate the
functions provided on the website, I am learning how to use them in no
time," which had an average of 4.0733 and a standard deviation of
0.65454.
The previous table showed that the dimension's overall mean (Use),
which equates to a high ranking, was 4.1324. I know how to have a
discussion about a specific issue with others on the Internet ranked first
with a mean (4.2838) and a standard deviation (0.68286), which is of the
high rating, and the item came in last place (I know how to start an issue
for others to discuss online) with an average (4.1429) and a standard
deviation of (0.6791). Table (11) showed the mean and standard
deviations of the responses of the study participants about the dimension
(Sharing).
As can be seen from the previous table, the dimension's overall mean
(Sharing) was (4.2202), which is a high ranking. Table (12) displayed the
mean and standard deviations of responses from study participants
regarding the communication dimension. The item "I know how to ask
others for help on the Internet" came in first with a mean of "4.2857" and
76
a standard deviation of "0.76947," both of which are of a high rating, and
the item "I know how to manage my online friendship" came in last with
an average of "4.142" and a standard deviation of "0.74677," also of a
high rating.
As can be seen from the previous table, the Communication dimension's

overall mean was 4.1964, which is a good grade. Table 13 displayed the
mean and standard deviations of the study participants' responses to the
dimension (Verification), with the item (I know how to judge whether
information is needed on the Internet) ranking first and the item that came
in last (I know how to judge the accuracy of information others provide
on the Internet) coming in last with an average (4.1190) and a standard
deviation (0.66498), both of which are of a high rating.
The previous table showed that the dimension's overall mean

(Verification), which equates to a high ranking, was 4.1994. Table (14)
showed the mean and standard deviations of the responses of the study
individuals about the dimension (Metacognition). The item (When I am
sure of what I am looking for on the Internet, and think of different ways
to achieve my goal) ranked first with a mean (4.2976) and a standard
deviation (0.74088) which is of the high rating. Table (15) showed the
mean and standard deviations of the responses of the study individuals
about the dimension (Application). The item (I know how to use the
Internet to manage electronic spaces, such as blogs and social media
sites) ranked first with a mean (4.2381) and a standard deviation
(0.83043) which is of the high rating. Table (16) showed the mean and
standard deviations of the responses of the study individuals about the
dimension (Learning). The item (I know how to use online resources to
fix the problem I'm having) ranked first with a mean (4.2976) and a
standard deviation (0.75697) which is of the high rating. There is a
77
positive correlation and statistical significance at the 0.01 significance
level between all dimensions of personality traits (extraversion,
agreement, conscientiousness, neuroticism, and thought/imagination) and
the dependent variable (internet self-efficacy). Table (17) showed the
study Stepwise multiple regression analysis to test the effect between the
study variables. Table (18) showed the explanatory and predictive ability
For personality traits (extraversion, agreeableness, conscientiousness,
neuroticism, thought/imagination) in Internet self-efficacy. The more
(Extraversion, Acceptance, Neuroticism) was excluded for them not of
significance, we derive the regression equation. We conclude that the
effect relationship between personality traits and the self-efficiency of the
Internet is statistically significant.
Conclusions, Implications, and Recommendations
Several inferences can be made in light of the facts given and the
objectives that drove this investigation. The reader is advised that these
findings only apply to the teachers who took part in the study. The first
objective was to explore the extent of the impact of the personality on the
internet self-efficacy of the pre-service teachers of English as a foreign
language.
Teachers who cooperated were equally split between extroversion, a

strong sense of judgment, and sensing. It was realistic to anticipate a
close separation between thinking and feeling given the intricate
interactions between people and science in agricultural education. If other
cooperating teacher groups are likewise more judgmental, more
investigation is required. Extroversion (E) had a significant relationship
with all three subscales as well as total teaching effectiveness (student
engagement, instructional strategies, and classroom management).
78
Sensing was adversely correlated with student engagement, while judging
was positively correlated with classroom management effectiveness.
According to theory, context factors (student teacher traits) and predictor
variables (teacher attributes) interact to influence product variables, such
as a good student teaching experience. According to experts at Texas
A&M University, more outgoing cooperating instructors probably foster
a better learning environment, which would improve the experience for
student teachers. Given the large proportion of sensing teachers in this
study, more research should be done on the inverse relationship between
sensing and efficacy in student involvement. This study needs to be
repeated with other cooperating teacher groups utilizing generalizable
sampling techniques.
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Exploration of the Relationship between personality and Internet

self-efficacy for Pre-service English as a foreign language teachers

Department of English Language and Literature

Assoc. Prof. Özkan KIRMIZI

1.1. The Background to the Study

1.2 Objectives of the study 8

1.3 Research Questions 9

1.4. The Purpose of the Study 9

1.5 Problem Statement 11

1.6. The Significance of the Study 11

1.7.Scope of the study 14

1.8. The Method of The Study 14

1.9. The Limitation of the Study 15

1.11 Research Terms 18

Chapter Two: Literature Review 19

3. Chapter Three: Methodology 22

3.2 Research Design 24

3.4 Reliability Analysis 32

3.5 Research Measuring Tool 46

3.7 Statistical processing: 48

4.3View and discuss results 65

4.4 Descriptive statistics for the study items: 67

5.2. Discussing the Major Results of the Study 70

5.3Conclusions, Implications, and Recommendations 76

One of the aspects that needs to be looked into when evaluating a

Keywords: Internet self-efficacy, Personality and Pre-service English as

1.1. The Background to the Study

English has become a significant element in the Iraqi Education and

With the introduction of technology in Education, in general, and English

The Mini-IPIP, a 20-item short form of the 50-item International

On the other hand, Internet self-efficacy can be defined as the person's

1.2 Objectives of the study

This study aims to:

1- Explore the extent of the impact of the personality on the internet

2- Investigate the personality traits affecting the internet self-efficacy

3- Investigate the personality traits having statistically significant

4- Give recommendations regarding the psychological aspects,

5- Suggest the aspects of personality, in light of psychology, to be

In order to achieve the above-mentioned objectives of this study, the

The study attempted to answer the following questions:

1-Does personality has a statistically significant relationship with the

1.4. The Purpose of the Study

The main purpose of this study is to investigate the relationship between

1.5. Problem Statement

Internet self-efficacy is one of the factors that are to be investigated in

The internet user self-efficacy may be investigated and explored in light

1.6. The Significance of the Study

Tsai (2004) discusses the concept of information commitment, in

In light of the aforementioned discussions, the assessment of the internet-

The purpose of this study is the exploration and investigation of the

In order to achieve this goal, the descriptive methodology will be used,

1.8. The Method of the Study

This study aims to investigate the relationship between pre-service

1. 9. The Limitation of the Study

1. Research design: The research was designed as non-experimental

2. Sampling: The number of participants assigned to this study was

Future research could explore the importance of the supra-segmental

1. There is direct relationship between personality and Internet self-

2. There is a relationship between teacher attributes and educational

1.11 Research Terms