한국 대학 신입생의 영어 읽기능력 향상을 위한 MBTI 성격유형의 활용 가능성 탐색
Exploring application of MBTI personality types for improving English reading performance among Korean university freshmen
0
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
This study explored potential application of Myers-Briggs Type Indicator (MBTI) personality types in English learning among Korean university freshmen. It compared relationships between MBTI personality types and English language learning styles and examined their impact on reading performance. Data from 50 students were analyzed. While commonly discussed MBTI types (such as Thinking-Feeling) showed no significant relationships with learning styles (such as Visual, Koreans’ dominant learning style), some significant associations were observed in combinations such as Extraversion- Introversion and Extroverted-Introverted, iNtuition-Sensing and Concrete-Sequential- Intuitive-Random, and Judging-Perceiving and Closure-Oriented-Open combinations. Interestingly, in the post-test, students with mismatched personality types and learning styles (e.g., Sensing and Intuitive-Random) outperformed those with matched pairs (e.g., Sensing and Concrete-Sequential). However, overall improvement in reading score was more significant when personality types and learning styles were aligned. This suggests that students can benefit from personalized approaches based on their familiar MBTI types in relation to learning styles. This study highlights the need for further research, including interviews or think-aloud protocols, to deepen understanding of these findings. Despite limitations such as a small sample size, this study suggests that integrating familiar MBTI terms into English learning could enhance student engagement and reading outcomes.
Abstract
This study explored potential application of Myers-Briggs Type Indicator (MBTI) personality types in English learning among Korean university freshmen. It compared relationships between MBTI personality types and English language learning styles and examined their impact on reading performance. Data from 50 students were analyzed. While commonly discussed MBTI types (such as Thinking-Feeling) showed no significant relationships with learning styles (such as Visual, Koreans’ dominant learning style), some significant associations were observed in combinations such as Extraversion- Introversion and Extroverted-Introverted, iNtuition-Sensing and Concrete-Sequential- Intuitive-Random, and Judging-Perceiving and Closure-Oriented-Open combinations. Interestingly, in the post-test, students with mismatched personality types and learning styles (e.g., Sensing and Intuitive-Random) outperformed those with matched pairs (e.g., Sensing and Concrete-Sequential). However, overall improvement in reading score was more significant when personality types and learning styles were aligned. This suggests that students can benefit from personalized approaches based on their familiar MBTI types in relation to learning styles. This study highlights the need for further research, including interviews or think-aloud protocols, to deepen understanding of these findings. Despite limitations such as a small sample size, this study suggests that integrating familiar MBTI terms into English learning could enhance student engagement and reading outcomes.
참고문헌 (44)
- Ackerman, P., "Aging and skilled performence: Advances in theory and application", pp.139~156 (1996), Erlbaum
- Allport, G. W., "Personality: A psychological interpretation" (1937), Holt
- Allport, G. W., "Pattern and growth in personality" (1961), Holt, Reinhart & Winston
- Ayadi, O. F., "Matching testing strategy with student personality in a historically black university", Journal of College Teaching and Learning, 3(3), pp.87~93 (2006)
- Bayne, R., "The MBTI versus the TDI : A reply to Roy Childs", Selection and Development Review, 21(1), pp.20~21 (2005)
- Bell, M. A., "Do personality differences between teachers and learners impact students’ evaluations of a surgery clerkship?", Journal of Surgical Education, 68(3), pp.190~193 (2011)
- Blutner, R., "Two qubits for C. G. Jung’s theory of personality", Cognitive Systems Research, 11(3), pp.243~259 (2010)
- Carrell, P. L., "Personality type and language learning in an EFL context", Language Learning Journal, 46, pp.75~99 (1996)
- Cattell, R. B., "The scientific analysis of personality" (1965), Penguin
- Celik, H., "Review of research methods in second language acquisition: A practical guide", Eurasian Journal of Applied Linguistics, 1(1), pp.113~115 (2015)
- Cervone, D., "International encyclopedia of the social & behavioral sciences", pp.11281~11287 (2001), Elsevier Ltd
- Chen, M. -L., "Personality type, perceptual style preferences, and strategies for learning English as a foreign language", Social Behavior and Personality, 40(9), pp.1501~1510 (2012)
- Datan, N., "Adult development and aging", Annual Review of Psychology, 38(1), pp.153~180 (1987)
- Dewaele, J. M., "Extraversion : The unloved variable in appliedlinguistic research", Language Learning, 49(3), pp.509~544 (1999)
- Ehrman, M., "Georgetown University round table on languages and linguistics 1990", pp.413~437 (1990), Georgetown University Press
- Ehrman, M., "Second language learning difficulties: Looking beneath the surface" (1996), Sage
- Ehrman, M., "Cognition plus : Correlates of language learning success", Modern Language Journal, 79(1), pp.67~89 (1995)
- Eysenck, H. J., "The biological basis of cross-cultural differences in personality : Blood group antigens", Psychological Reports, 51(2), pp.531~540 (1982)
- Furnham, A., "The relationship between the revised NeoPersonality Inventory and the Myers-Briggs Type Indicator", Social Behavior and Personality, 31(6), pp.577~584 (2003)
- Holzman, P. S., "Encyclopædia Britannica" (2020), Encyclopædia Britannica, Inc
- Jung, C. G., "Psychological types" (1921), Princeton University Press
- Kaushal, V., "Emerging trends in personality identification using online social networks—A literature survey", ACM Transactions on Knowledge Discovery from Data, 12(2), pp.1~30 (2018)
- Kim, Jina, "A study of English listening learning strategies based on Myers-Briggs Type Indicator of the high school students in Korea", Master, pp.2017
- Kim, Soo-Yoon, "The effects of different instruction orders on English learners' reading performance", Doctor, pp.2016
- Lee, Kyoung Rang, "Myths and realities of English learning strategies and styles", Korean Journal of English Language and Linguistics, 8(4), pp.501~522 (2008)
- Lee, Kyoung Rang, "The effects of video-based reading strategy instruction materials on Korean middle school students’ English reading strategies and comprehension", Modern English Education, 24, pp.187~207 (2023)
- Lee, Kyoung Rang, "Understanding EFL learners’ strategy use and strategy awareness", Asian EFL Journal, 10(1), pp.7~32 (2008)
- Long, M. H., "The least a second language acquisition theory needs to explain", 24(4), pp.649~666 (1990), Teachers of English to Speakers of Other Languages, Inc
- Lundgren, H., "Personality testing and workplace training : Exploring stakeholders, products and purpose in Western Europe", European Journal of Training and Development, 41(3), pp.198~221 (2017)
- Mackey, A., "Research methods in second language acquisition" (2012), Wiley-Blackwell
- Moody, R., "Personality preferences and foreign language learning", Modern Language Journal, 72(4), pp.389~401 (1988)
- Myers, I. B., "MBTI® Manual: A guide to the development and use of the Myers-Briggs Type Indicator® Instrument" (1998), CPP, Inc
- Oxford, R. L., "Language learning strategies: What every teacher should know" (1990), Cengage Learning
- Oxford, R. L., "The role of the language learner", Annual Review of Applied Linguistics, 13, pp.175~187 (1993)
- Oxford, R. L., "Language learning styles and strategies : Concepts and relationships", International Review of Applied Linguistics in Language Teaching, 41(4), pp.271~278 (2003)
- Pfister, A. A., "The effect of personality type of bilingual students on Englishreading performance in a computer-driven developmental reading laboratory: Implications for educational leaders", pp.2000
- Pittenger, D. J., "Cautionary comments regarding the Myers-Briggs Type Indicator", Consulting Psychology Journal : Practice and Research, 57(3), pp.210~221 (2005)
- Reid, J. M., "The learning style preference of ESL students", TESOL Quarterly, 21, pp.87~111 (1987)
- Sadeghi, N., "Learning styles, personality types and reading comprehension performance", English Language Teaching, 5(4), pp.116~123 (2012)
- Smith, R., "The role of background knowledge in reading comprehension : A critical review", ReadingPsychology, 42(3), pp.214~240 (2021)
- Steele, A. L., "A descriptive study of Myers-Briggs Personality Types of professional music educators and music therapists with comparisons to undergraduate majors", Journal of Music Therapy, 48(1), pp.55~73 (2011)
- Stein, R., "Evaluating the validity of Myers-Briggs Type Indicator theory : A teaching tool and window into intuitive psychology", Social and Personality Psychology Compass, 13(2), pp.1~11 (2019)
- Vincent, A., "Learning styles: Strategies for the classroom", Southwestern Business Administration Teaching Conference, pp.93~97 (1996)
- Wheelis, A., "How people change" (1973), Harper & Row