EFL Learners’ Grammar and Vocabulary Learning: Contribution of MBTI Personality Types Dimensions Through the Lens of Personalized Learning

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, ۱۹۱ male intermediate EFL (English-as-a-foreign-language) learners participated in this study. All the participants were administered the MBTI personality test and the ۹th 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 (personalized learning) 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.

کلیدواژه ها:

Grammar achievement ، Personality types dimensions ، Personalized learning ، Vocabulary achievement