چکیده:
This study was an attempt to investigate the relationship between teachers' personality type (feeling vs. thinking) and speaking skill of pre- intermediate EFL students in Iranian context. Twelve teachers and forty eight students from a local language institute participated in the study. The Myers Briggs Type Indicator (MBTI), an instrument based on Jung’s personality theory, was taken from teachers and students were administered Preliminary English Test (PET) interview. SPSS was used to calculate the required analyses. The results showed a statistically significant positive relationship between teacher’s’ personality type and learners’ speaking skill. It was also indicated that there is a statistically significant difference between speaking skill of learners taught by feeling teachers vs. thinking teachers. In fact students in the feeling group had higher speaking scores than their counterparts in the thinking group.
خلاصه ماشینی:
"Is there any statistically significant relationship between teachers’ personality type (thinking and feeling) and speaking skill of Iranian pre- intermediate EFL learners?
Is there any statistically significant difference between speaking performance of Iranian pre-intermediate EFL learners taught by teachers with thinking and feeling personality types?
1. Testing the Null Hypothesis Number One The first null hypothesis of the current study proposed that "there is not any statistically significant relationship between teachers' personality type (thinking and feeling) and speaking skill of Pre-Intermediate Iranian EFL learners".
The results of Pointbiserial correlation in Table 1 show that a significant positive correlation was observed between personality type (thinking and feeling) and speaking scores of Iranian Pre-Intermediate EFL learners with (r=.
27 with 48 degrees of freedom; consequently, the first null hypothesis of this study is strongly rejected, and we can say confidently that there is a statistically significant positive relationship between teacher’s personality type (thinking and feeling) and speaking skill of Iranian Pre-Intermediate EFL learners.
2. Testing the Null Hypothesis Number Two The second null hypothesis of this study predicted that "there is not any statistically significant difference between speaking performance of Iranian Pre-Intermediate EFL learners who were taught by teachers with thinking and feeling personality types".
333 </TD> Independent Samples Test in Table 6 indicates that there was a statistically significant difference in speaking scores between the two thinking and feeling groups with (t=3.
Consequently, it can be claimed that there is a statistically significant difference between speaking skill of Pre-Intermediate Iranian EFL learners who were taught by teachers with thinking and feeling personality types."