A Research Review on MBTI-Based Second Language Acquisition Teaching Respecting Individual Personality Traits

Ying Tang

doi:10.54097/bw9zec49

Authors

Ying Tang

DOI:

https://doi.org/10.54097/bw9zec49

Keywords:

MBTI, Second Language Acquisition (SLA), Individual Personality Traits, Personalized Education, Learning Strategies

Abstract

This review aims to investigate the application of MBTI (Myers-Briggs Type Indicator) in second language acquisition (SLA) teaching, especially how to optimize language learning strategies by understanding individual personality traits. The research demonstrates that: 1) MBTI could help educators identify learners’ personality differences and thereby make individualized pedagogical approaches; 2) learners with variations MBTI categories display distinctive differences in leaning motivation, strategies, and effects, which provide theoretical support for personalized instruction; 3) emotional elements and cultural background also plays important roles in SLA. Though there is research providing foundation for the application of MBTI in language learning, limitations such as method, sample selection and theoretical framework still exist. Future research should further explore the integration of MBTI and other psychological theories to promote further development of personalized study.

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