Academic journal article Modern Journal of Language Teaching Methods

Investigating the Effects of Personality Types on the Writing Performance of Iranian Ma Tefl Students

Academic journal article Modern Journal of Language Teaching Methods

Investigating the Effects of Personality Types on the Writing Performance of Iranian Ma Tefl Students

Article excerpt

1.Introduction

The wide recognition of affective factors in the learning process and their inclusion in different learning theories reveals their important place in modern conceptualizations of human learning (Schmitt, 2002). According to Brown (2007) any theory of second language acquisition which claims to be a thorough and complete definition of the language learning process, should deal with both the cognitive and affective factors of the language learners. According to Schmitt (2002) affective side of human beings is the emotional aspect of their behavior which has a close correlation with their cognitive side and is very significant in determining their responses in various contexts. Among the affective factors of human behavior, human personality has attracted the attention of different psychologists, educationalists, and all the people which deal with human learning in some way (Ellis, 2008). A review of the research regarding the effects of personality on the academic achievement of learners reveals that, most of them have investigated the correlation between personality types and academic achievement of students from a variety of majors (e.g. Garner O'Neale & Harrison, 2013; Opstad & Fallan, 2002; Sefcik, Prerost, & Arbet, 2009). Moreover most of these studies have investigated the effects of personality types on the academic achievement as a whole (e.g. Ahmed, Campell, Jaffar, Alkobais, & Campell, 2009). According to Hilgard (1963) without the inclusion of affective factors in the study of human behavior, all kinds of conceptualizations about human learning and behavior will be defective and replete with misunderstandings. As Ellis (2008) argues one of the most important aspects of human affection is personality and for this reason its study should be a priority for all of the scientific fields which deal with human learning. A review of the literature regarding human personality reveals that a lot of studies have investigated the correspondence between human personality and success in future occupation related issues (e.g. Anzi, 2005; Eshel & Kohavi, 2003; Russell, Booth, Reed & Laughlin, 1997). In addition to these studies, some studies have investigated the correlation between personality types and academic achievement of different learners (e.g. Ahmed, Campell, Jaffar, Alkobais, & Campell, 2009). A consideration of the studies which have investigated the correlation of personality and academic performance of different learners reveals that, a large number of them have been conducted for students from a variety of majors (e.g. Garner O'Neale & Harrison, 2013). Moreover almost all of these studies have been conducted in second language contexts (e.g. Shaughnessy, 1993). It is clear that there is a lack of research regarding the effects of personality types on the academic achievement of language learners in EFL settings. Considering this need for research, the present study aims to investigate the effects of learners' personality types on their writing performance, and by doing so tries to give a more thorough understanding of the effects of personality types on a specific aspect of the academic performance of foreign language learners.

Specifically, the study seeks to answer the following questions:

Q 1: Do MA TEFL students with different personality types perform differently on writing tasks?

Q 2: Do MA TEFL Extrovert/Introvert students perform differently on writing tasks?

Q 3: Do MA TEFL Sensitive/Intuitive students perform differently on writing tasks?

Q 4: Do MA TEFL Thinking/Feeling students perform differently on writing tasks?

2.Methodology

2.1 Participants

The present study was conducted at Urmia branch of Islamic Azad University. The participants of the study were 40 MA learners of Teaching English as a Foreign Language (TEFL) including 26 female and 14 male learners. For the objectives of the study they were selected from two intact classes which were enrolled in the MA writing course as a part of their MA studies. …

Search by... Author
Show... All Results Primary Sources Peer-reviewed

Oops!

An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.