The Impact of MBTI Occupational Personality Types on English-Speaking Anxiety Among College Students

Jiayi Zhang

doi:10.54691/pwt2es66

Authors

Jiayi Zhang

DOI:

https://doi.org/10.54691/pwt2es66

Keywords:

MBTI Occupational Personality Types, English-Speaking Anxiety, non-English College Students, Impact.

Abstract

This study investigates the influence of MBTI personality dimensions on college students’ anxiety in speaking English. We surveyed 200 non-English major students from Xinjiang University, using the MBTI assessment and Second Language Speaking Anxiety Scale (SLSAS). Data were analyzed using SPSS, employing independent-samples t-tests. The results revealed two key findings. First, the Extroversion/Introversion (E/I) and Thinking/Feeling (T/F) dimensions significantly relate to speaking anxiety. Feeling-type students reported significantly higher anxiety levels than Thinking-type students (p<.05), indicating that introverted individuals and those guided by feelings face more psychological stress during oral communication. Second, no significant connections were found between the Sensing/Intuition (S/N) or Judging/Perceiving (J/P) dimensions and speaking anxiety. This research provides empirical support for MBTI-informed, personalized instruction can support English language learning effectively in EFL environments.

Downloads

Download data is not yet available.

References

[1] Guo, Y., & Xu, J. (2014). A multidimensional study on English learning anxiety of non-English major undergraduates. Foreign Language World, (04), 2–11. In Chinese

[2] Lü, H. (2010). Correlation between English speaking anxiety and oral learning strategies of non-English major undergraduates. Foreign Languages Research, (05), 65–71. doi:10.13978/j.cnki.wyyj.2010.05.022 In Chinese)

[3] Wu, L. (2005). A study on learning strategy use by successful introverted/extroverted language learners. Foreign Language Journal, (02), 80–87, 112. doi:10.16263/j.cnki.23-1071/h.2005.02.015 (In Chinese)

[4] Tao, T. (2023). Personality Affecting English as L2 Learning and Implication in Language Teaching. Applied & Educational Psychology, 4(9). https://doi.org/10.23977/appep.2023.040916

[5] Kelsen, B. A. (2019). Exploring public speaking anxiety and personal disposition in EFL presentations. Learning and Individual Differences, 73, 92–101. https://doi.org/10.1016/j.lindif.2019.05.003

[6] Ito, T. (2022). Effects of general trust as a personality trait on willingness to communicate in a second language. Personality and Individual Differences, 185, 111286. https://doi.org/10.1016/j.paid.2021.111286

[7] Zhang, Y., & Wang, H. (2023). Effect of English Learning Motivation on Academic Performance Among English Majors in China: The Moderating role of Certain Personality Traits. Psychology research and Behavior Management, Volume 16, 2187–2199. https://doi.org/10.2147/prbm.s407486 in Chinese

[8] Oz, H. (2014). Big Five Personality Traits and Willingness to Communicate Among Foreign Language Learners in Turkey. Social Behavior and Personality: An International Journal, 42(9), 1473–1482. https://doi.org/10.2224/sbp.2014.42.9.1473

[9] Myers, I. B. (2003a). MBTI manual : a guide to the development and use of the Myers-Briggs Type Indicator. Cpp.

[10] Woodrow, L. (2006). Anxiety and speaking English as a second language. rELC Journal, 37(3), 308–328. https://doi.org/10.1177/0033688206071315

[11] Zhang, H., & Zhang, P. (2023). Impact of MBTI four dimensions on language learning: Evidence from IELTS. Psychological Monthly, 18(04), 72–74, 78. doi:10.19738/j.cnki.psy.2023.04.019 in Chinese

[12] Wu, W. (2009). A study on self-schemas of foreign language speaking anxiety among college students (Doctoral dissertation,Shanghai Normal University). CNKI.

[13] Schreier, Sina-Simone, et al. “Social Anxiety and Social Norms in Individualistic and Collectivistic Countries.” Depression and Anxiety, vol. 27, no. 12, 3 Nov. 2010, pp. 1128–1134, https://doi.org/10.1002/da.20746.