The role of personality in EFL

Varšić, Nuša. (2015). The role of personality in EFL. Diploma Thesis. Filozofski fakultet u Zagrebu, Department of English Language and Literature. [mentor Geld, Renata].

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Abstract

Personality is one of the IDs affecting an individual’s learning and the overall process of education. When personality and FLL are in question, there are two ways in which studies can be conducted. They can either deal with the influence of personality on FLL or with the influence of FLL on personality. FLL usually takes place in a classroom setting, therefore, some situation-specific personality traits also have to be taken into consideration. Ely (1988) defined three situation-specific personality constructs – Language Class Risktaking, Language Class Sociability and Language Class Discomfort which he then connected to activities taking place in a language classroom. This study also tackles the connection between the three situation-specific personality traits and seven common activities taking place in CEL classes at the Department of English, Faculty of Humanities and Social Sciences, University of Zagreb. Five hypotheses were put forward, namely that the participants who score high in LCR and in LCS prefer “Relatively unstructured communicative activities” and that participants who score high in LCD prefer the “Structured activities”. Other two hypotheses dealt with gender and age differences in attitudes toward the activities. The data analysis provided only partial confirmation of the hypotheses. However, the findings do not diminish the role of personality in language acquisition and instruction.

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