Abstract
Research implies potential disadvantages for introverted learners in English acquisition; therefore, understanding their preferred learning strategies can redress this disparity. This investigation adopts an intricate descriptive methodology and a mixed-methods approach to scrutinize the favored English language learning strategies of a cohort of individuals who selfidentify as introverts. Employing a survey questionnaire and follow-up interviews, the study offers a nuanced understanding of the predominant learning strategies among the student population. The research participants were selected from a sample of 29 self-proclaimed introverted students, pursuing a major in English, and composed of 12 males and 17 females. The results of the investigation demonstrated that the highest mean score was achieved for affective strategies, with auditory musical engagement being the most frequently utilized element, followed by compensation approaches, wherein leveraging deductive reasoning to extrapolate lexical meanings emerged as the most favored. Cognitive, metacognitive, and mnemonic strategies were also prevalently utilized, while social methodologies were the least frequently adopted. These insights underscore the importance of comprehending individual learning proclivities and customizing pedagogical methodologies to augment the potency of language instruction.
