Document Type : Research Paper
Authors
1 MA, Department of English Language Teaching, Faculty of Literature and Humanities, Imam Khomeini International University, Qazvin, Iran
2 Professor, Department of English Language Teaching, Faculty of Literature and Humanities, Imam Khomeini International University, Qazvin, Iran
3 Associate Professor, Department of English Language Teaching, Faculty of Literature and Humanities, Imam Khomeini International University, Qazvin, Iran
Abstract
Personality plays a salient role in language learning achievement. The present study delved into the relationship between MBTI (Myers-Briggs type indicator) PT (personality types) dimensions and vocabulary and grammar exam scores. To this end, 191 male intermediate EFL (English as a foreign language) learners participated in this study. All the participants were administered the MBTI personality test and the 9th graders' English final exam. The results of multiple regression analysis showed that the MBTI thinking dimension had a statistically significant predictive role in vocabulary and grammar achievement. It was concluded that learners' personality differences are a key factor in their pedagogical path and can provide them with purposeful, personalized instructions to enhance the quality of language pedagogy. Moreover, by utilizing the results of this study about personality dimensions, PL can be fulfilled. The findings of the study can have valuable implications for those who are involved in teaching and learning English, materials design, content creation, and syllabus and curriculum development.
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