Personality Types and Speaking Performance: A Study on Postgraduate Students

Abstract

This study investigates the relationship between personality types and speaking performance in second language acquisition (SLA) among postgraduate students enrolled in a Master of English Education program. The rise of technology and increased individualism in daily life has raised questions about how personality traits may impact language learning, particularly speaking skills. Extroverts, often seen as more social and talkative, are typically believed to perform better in spoken language tasks, while introverts, who are more reflective and analytical, might excel in reading and writing. However, existing research on the connection between personality and SLA performance is inconclusive.

The study involved eight participants (five female and three male students) who had taken a Second Language Acquisition course. Participants' personalities were assessed using the Eysenck Personality Inventory (EPI), and their speaking abilities were evaluated by lecturers through a rubric focused on vocabulary, grammar, pronunciation, fluency, and content. Contrary to expectations, the findings revealed no significant correlation between personality traits and speaking performance. Interestingly, an extreme introvert outperformed the other participants in speaking tasks, suggesting that personality may not be a determining factor in language proficiency. The study’s small sample size and limited regional scope were noted as limitations, and further research with a larger and more diverse sample is recommended. Longitudinal studies could also offer deeper insights into how personality affects language learning over time. This research highlights the complexity of language acquisition and challenges the assumption that extroverts always outperform introverts in speaking tasks.