چکیده:
More innovative test methods may measure language learners’ test performance
more accurately, contributing to much fairer decisions. This study examined Iranian language
learners’ performance on cloze-elide test as an innovative, integrative test method. It
specifically focused on investigating whether personality types correlated with their
performance and whether personality types could predict their test performance. Data were
collected from 283 Iranian language learners at six Iranian language institutes, who took the
cloze-elide test, the Michigan Test of English Language Proficiency (MTELP), and the Myers-
Briggs Type Indicator (MBTI-M) Personality Type Inventory. The data were quantitatively
analysed using SPSS (version 22). The results of Pearson correlation showed a positive
correlation between thinking and performance on cloze-elide test; by contrast, extroversion and
feeling negatively correlated with language learners’ performance on cloze-elide test.
Furthermore, the results from the standard multiple regression showed that the strongest
personality type for predicting language learners’ performance on the test was introversion. The
findings suggest the interaction between personality types and test methods may better explain
test results. The article concludes with some implications for curriculum development
خلاصه ماشینی:
To date, however, no study has undertaken to show the relationship between personality types and language learners’ performance on cloze-elide test.
What is the relationship between language learners’ personality types and their performance on cloze-elide test?
2. To what extent can personality types predict language learners’ performance on cloze-elide test?
To explore the degree to which each personality trait in this research contributes to the prediction of language learners’ performance on cloze-elide test, a standard multiple regression was conducted.
ANOVA Test for Predictors {مراجعه شود به فایل جدول الحاقی} In Table 4, the largest beta value belongs to introversion, indicating this personality trait makes the strongest contribution to explaining language learners’ performance on cloze- elide test.
According to the results, introversion and feeling make statistically significant contributions to the prediction of language learners’ performance on cloze-elide test.
Heidari (2012), for example, compared the relationship between thinking/feeling personality trait and 95 language learners’ performance on cloze-elide test.
This finding supports Ghodrati, Rajaei, and Ebrahimpour’s (2014) result which indicates that the relationship between language learners’ performance on reading comprehension tests like cloze variants and feeling is weak and negative.
The conclusion that is warranted in this situation is the interaction between personality types and performance on integrative tests may yield more reliable results, confirming the role of extralinguistic factors enabling language teachers to provide the instruction meeting language learners’ cognitive styles (Ehrman, 2008; Sharp, 2008) and helping language learners make more informed decisions about their strengths and weaknesses “in a balanced course instruction” (Khaki, Ganjabi, & Khodamoradi, 2015, p.