On the Relationship between Language Learning Strategies and Personality Types among Iranian EFL Learners

In recent years, language-learning research has been more concerned with factors that may affect the choice of learning strategies among learners. In studies conducted by Cohen (1990), Ehrman and Oxford (1995), MacIntyre and Gardner (1989) and Reid (1987), these factors have been identified as motivation, gender, learning style, previous experience, and personality type. This study attempts to find out the kinds of language learning strategies that Iranian EFL learners mostly utilize. In addition, the language learning strategies preferred by Iranian extrovert/introvert, sensing/intuitive, thinking/feeling, and judging/perceiving language learners are also considered. The sample of the study included 137 Iranian EFL learners at MA level, studying at different branches of the Islamic Azad University and University of Teacher Education, who were randomly selected for the purpose of this study. The instruments utilized in this study were (a) Myers-Briggs Type Indicator (MBTI) to identify the kind of personality type language learners have, and (b) Strategy Inventory for Language Learning (SILL) to assess the learners’ strategy-use-frequency in language learning. The results of the study showed that learners with extrovert and introvert personality types did not show any significant difference regarding the use of language learning strategies. Both sensing and intuitive learners preferred to use affective strategies. The findings also indicated that thinking, as well as feeling learners, used memory and social strategies. Perceiving learners used two categories of strategies, cognitive and compensation, whereas judging learners employed only the compensation strategy.