Personality Type and language proficiency in an EFL context

The purpose of the present study was to examine the effects of Iranian EFL learners’ language proficiency on their personality types measured through the Myers-Briggs Type Indicator (extrovert/introvert, sensing/intuitive, thinking/feeling, and judging/perceiving) and The Learning Style Questionnaire (LSQ) measuring personal traits such as active, reflective, theorist, and pragmatist. To this end, a sample of 141 participants, both male and female, who studied English Language Teaching or English Translation at Imam Khomeini International University and Kar nonprofit University in Qazvin (Iran) were asked to respond to MBTI and LSQ. Also, the Michigan Test of English Language Proficiency was administered to determine the participants’ language proficiency level. The collected data were analyzed using the Kruskal-Wallis procedure, and the findings showed that the students’ language proficiency has no statistically significant effect on their personality type. The results of the present study may have theoretical as well as practical implications for teachers, learners, and syllabus designers.

کلیدواژه ها:

language proficiency ، extroversion ، reflective ، personality type