خلاصة:
The purpose of the study was twofold: (a) to examine the relationship between Iranian English-as-a-foreign language (EFL) learners' performance on C-test and their personality traits measured by Myers Briggs Type Indicator, form M (MBTI-M) and (b) to find if any of the personality traits could predict language learners' performance on C-test. To achieve these two goals, 283 conveniently selected Iranian language learners took a C-test and a Michigan Test of English Language Proficiency (MTELP), and filled an MBTI-M questionnaire. The results of Pearson correlations showed that Introversion and Thinking were positively correlated with performance on C-test, but Extraversion and Feeling were negatively correlated with language learners' performance on this test. Moreover, the results from the standard multiple regression showed that the strongest personality trait for predicting language learners' performance on C-test was Introversion. The findings may carry implications for language learners, language teachers, and language testers.
ملخص الجهاز:
Moreover, the results from the standard multiple regression showed that the strongest personality trait for predicting language learners' performance on C-test was Introversion.
Although several studies have been conducted on the relationship between C-test and some cognitive characteristics like field- dependency (Heidari, 2012), tolerance of ambiguity (Babaii & Shahri, 2010; Zarei, 2012), willingness to communicate (Baghaei & Dourakhshan, 2012), and problem-solving tasks (Ghodrati, Rjaei, & Ebrahimpour, 2014) among Iranian EFL learners, studies on C-test have given us few accounts of the relationship between test takers' personality traits such as Extroversion/Introversion, Sensing/iNtuition, Thinking/Feeling, and Judging/Perceiving and their performance on C-test.
Additionally, the study aims at investigating which type of personality plays the most influential role contributing to language learners' better performance on C-test.
In recent years, C-test has been widely used as measurement of general proficiency (Eckes & Grotjahn, 2006) to assess the relationship between language proficiency of Second Language Learners and Foreign Language Learners and their individual differences (Alderson, Clapham, & Steel, 1997), motivation (Dornyei & Kormos, 2000), cognitive styles (Grotjahn, 2010), and personality traits (Ghodrati, Bavarian, & Attaran, 2014 ).
Very few studies have also been conducted to examine the relationship between language learners' personality traits and their performance on C-test.
4. 2 Investigation of the Second Research Question After ensuring that the data of this study did not violate the assumptions of multiple regressions, a standard multiple regression was run to find the most effective personality traits in predicting the language learners' performance on C-test.