When choosing a factor that has greater influence on learning and , most education experts believe that personality is the more critical factor. Of course, both are highly correlated, but intelligence is partly essential, while personality influences overall learning. In particular, since learning a second language other than the mother tongue requires learning in various fields, it is necessary to maintain a consistent learning attitude for a long time.
Several papers have tried to prove the correlation between personality types and learning using the Myers-Briggs Type Indicator (MBTI). However, no clear evidence to give an intuitive belief has been submitted. Moreover, it was not easy to prove.
If we look at the variables mentioned, it is predicted that factors could not be quantified, such as origin, culture, gender, self-concept, confidence, attitude, and motivation. Therefore, there were considerable difficulties in data collection. In addition, it was not easy to find successful cases in sampling learners.
However, a fascinating fact is that a hint can be obtained by synthesizing the conclusions of several papers. For example, extroverts were expected to use social strategies in moderate-to-moderate language, and introverts were expected to use cognitive strategies more frequently.
In other words, this can be interpreted as meaning that extroverts are more likely to increase their weight in language acquisition by autonomously increasing their communication with the group and exposure to language compared to introverts. In contrast, similar opinions were expressed in that language acquisition is achieved by enhancing problem-solving ability tailored to the situation by controlling individual thinking, learning, memory, and behavior. Thus, it proves that there is a significant difference in their strategy use. Of course, these strategies mutually influence each other, and it is clear that various factors and strategies are used in addition to this. However, it was a part that shared many opinions.
Students live exposed to various environmental factors that they are not even aware of. Therefore, even if they have an intersection of language learning, countless variables exist in reality. In addition, since the educational curriculum can decide its own effectiveness from a long-term perspective, it is natural that experts have various opinions. However, they point to one crucial point. It was an attempt to prove the experience and intuitive beliefs of language educators and their curriculum. In other words, it suggests that it is interesting in that it shows an attempt to prove the standard ideas of experienced educators.
In conclusion, defining people as extroverts and introverts is nothing more than roughly expressing individual tendencies with complex elements. However, solid strengths and strategies are clearly emphasized according to inclinations in a broad framework. Suppose we can recognize our strengths and weaknesses and develop our strategies. In that case, it is expected that we will be able to select an education model that suits us in the more diversified language education market due to online education.
References
Kim, Y., 2013. Suggestions for Integrating Foreign Language Teaching with Culture Education. The Journal of the Korea Contents Association, 13(12), pp.1069-1078.
Robinson, D., Gabriel, N. and Katchan, O., 1994. Personality and second language learning. Personality and Individual Differences, 16(1), pp.143-157.
Sharp, A., 2009. Personality and Second Language Learning. Asian Social Science, 4(11).
Taheri, L. and Jadidi, E., 2016. The Relationship between Emotional Intelligence and Learning Strategies among Iranian EFL Learners. Theory and Practice in Language Studies, 6(5), p.952.
김, 수. and 장, 형., 2019. 자기결정성이론의 외국어 교육 적용 방안에 대한 탐색과 고찰. Studies in Foreign Language Education, 33(2), pp.229-256.
