Study on the Effect of Personality Type on the Language Learning Strategies of Non-English Major Students Through MBTI Test

Abstract

The learner's personality is one of the presumed internal variables influencing the success of foreign language learning. The globalized period has altered the landscape of English language teaching (ELT) along with demographic, geographic, and structural changes to English, and it has highlighted the significance of preparing language learners for cross-cultural communication. This study aimed to investigate the effect of personality type on the language learning strategies of non-English major students using the Myers-Briggs Type Indicator (MBTI) test. The reliability of a questionnaire's questions about independent, dependent, and moderating variables serves as a foundation for its adaptation. Out of 300 questionnaires, 250 were considered for statistical analysis because 50 questionnaires were not filled. Data were analyzed with a help of statistical software named Smart PLS 3 (SEM). Empirical tests of our working hypothesis were carried out using a Structural Equation Model (SEM) with Partial Least Square (PLS). The results of the study indicated that there were significant differences in language learning strategies based on the participants' personality types. Extroverted students tended to prefer group work and interactive activities, while introverted students preferred independent study and individual tasks. Additionally, sensing students tended to focus on the details and practical applications of language learning, while intuitive students tended to focus on the big picture and abstract concepts. These findings have important implications for language educators and suggest that tailoring language learning strategies to the individual needs and preferences of students based on their personality type may lead to more effective language learning outcomes.