چکیده:
Affective factors are the most important factors in SLA and EFL studies. These factors include motivation, self-confidence, anxiety, etc. Researches on learners’ characteristics have been investigated for over a century. In the same vein, the present research, strived at exploring Iranian’s EFL learners personality types and motivation. In the article, the personality types and motivation of students were examined using Myers-Briggs Type Indicator (MBTI) and motivation questionnaire of Laine. For this purpose, 60 EFL students from one of the language institutions Mashhad (located in Iran) were chosen as the participants of this study. Through two instruments and considering the participants’ previous semester scores, the data were gathered and analyzed by means of SPSS software. The correctional analyses revealed a significant relationship among motivation, personality and students’ success. Multiple regression analysis was also conducted to examine the strength of the relationship among the variables. Among the affective factors, personality type was found to be the best predictor of students’ success. The study provides some pedagogical implications and suggestions for future research.
خلاصه ماشینی:
"The Relationship between Iranian EFL Advanced Learners' Personality Types, Motivation and Language Learning Success *2 Marzieh Ebrahimi 1, Mohammad Heidarypur 1.
Hence, this brings about the feeling of scrutiny to make teachers aware of how they could balance their teaching methods on the basis of different personality characteristics and students’ motivations to reach success in learning English as a foreign language.
Among these factors, Motivation and personality types are the key factors to affect learners' success in learning foreign language (Carroll, 1965;Ehrman& Oxford, 1995;Gradman&Hanania, 1991; MacIntyre& Gardner, 1991; O'malley&Chamot, 1990; Oxford &Ehrman, 1992; Riding &Cheema, 1991; Willing, 1987; Witkin, Dyk, Fattuson, Goodenough, & Karp, 1962).
A group of researchers conducted a research to determine the relationship between various socio-psychological variables like personality types, motivation, anxiety and instrumental orientation on performance in English as a second language.
The results indicated that all of the four variables were significantly correlated with learners' performance in the English course conducted at Open University of Malaysia (Latif, Fadzil, Bahroom, Mohammad, & San, 2011) Motivation also can be preserved when students feel that they can demonstrate a positive social image and show their strength.
Design The present study has a correlational design, with three variables: motivation, personality type, and language learning success.
Regarding the second research question, another Pearson product moment correlation was used to determine if personality type was related to the students’ success in learning a foreign language.
The present study examined the predictability of Iranian EFL learners’ language learning success by their personality type and motivation."