Personality and EFL Learners ' Language Competence: A Review

This article reviews the extensive research on the influence of personality on learning, spanning diverse age groups, contexts, and educational settings. Beginning with the historical roots of personality study, from ancient Greek theories to the development of the Big Five model and Holland's theory of person-environment fit, the article establishes a foundation for understanding the multifaceted nature of personality. It then explores the impact of personality on academic achievement, including its relationship with learning styles, psychological well-being, and educational identity. The review delves into the specific role of personality in second language learning, examining the evolution of English language teaching and learning, the challenges of measuring personality's influence, and the impact of affective factors. Furthermore, it discusses the implications of personality for effective teaching practices, particularly in TEFL classrooms, emphasizing the benefits of personalized instruction. A comprehensive review of existing literature, highlights the complex interplay between personality, learning strategies, and academic success. While the reviewed studies offer valuable insights, they also present limitations related to measurement tools, methodological rigor, and generalizability, underscoring the need for continued research in this dynamic field.

کلیدواژه ها:

Personality ، Competence ، Language ، Holland's ، Big Five Model