A Comparative Study of Traditional and Online Instruction on Iranian EFL Learners' Reading Skills, Self-Efficacy, and Personality Types
Keywords:
EFL learners, reading self-efficacy, online instruction, traditional instruction, personality types, feeler, thinkerAbstract
Purpose: This study aimed to compare the effects of traditional and online instruction on Iranian EFL learners’ reading self-efficacy and reading progression, with a focus on the moderating role of personality types (feeler vs. thinker).
Methods and Materials: The study employed a quasi-experimental design with pre- and post-tests, involving 63 intermediate-level Iranian EFL learners. Participants were randomly assigned to two instructional groups—traditional (face-to-face) and online (via the Rubica platform)—and further categorized as feelers or thinkers using the Myers-Briggs Type Indicator (MBTI). Reading self-efficacy was measured using a validated questionnaire, and reading performance was assessed through a standardized comprehension test. Both groups received identical instructional content tailored to their respective formats across several sessions. Data were analyzed using paired samples t-tests and independent samples t-tests to assess within-group and between-group differences.
Findings: Results indicated that both traditional and online instruction significantly improved reading self-efficacy and reading performance (p < 0.05). However, the online group showed slightly greater gains in both areas. Thinker participants outperformed feelers in reading progression across both instructional methods, although the difference was marginal (p = 0.051). No statistically significant difference was observed in self-efficacy outcomes between personality types. The interaction between instructional method and personality type revealed that online instruction benefited both thinkers and feelers, with thinkers showing slightly more improvement in reading progression.
Conclusion: Both instructional methods were effective in enhancing reading self-efficacy and performance, with online instruction offering slightly greater advantages. Personality type showed minimal influence on learning outcomes, suggesting that well-structured instruction—whether online or traditional—can serve diverse learners.
Downloads
References
Ady, R. P., & Mardiah, Z. (2024). Understanding Second Language Performance: The Significance of Personality Type Among Learners. Journal of Language and Literature Studies, 4(2), 376-391. https://doi.org/10.36312/jolls.v4i2.1925
Du, Y., Wang, C., Liu, Z., Xia, Y., & Yan, Z. (2024). Personality-Driven Acceptance of ChatGPT in Language Learning: An Extended TAM Approach. https://doi.org/10.31219/osf.io/q4nh6
Echavez, D. (2025). The Mediating Role of an Extraversion Personality in the Relationship Between Language Learning Motivation and the Communicative Competence of Students. J. Nat. Lang. Linguist., 3(1), 6-18. https://doi.org/10.54536/jnll.v3i1.4137
Golmohammadi, D., & Kassaian, Z. (2019). The role of technology in education: A comparative study of online and traditional learning. Journal of Language Teaching and Research, 10(4), 782-792. https://doi.org/10.17507/jltr.1004.10
Hao, J. (2024). The Impact of Personality Types on Second Language Vocabulary Acquisition of College Students: Based on MBTI Personality Categorization. Journal of Education Humanities and Social Sciences, 26, 704-710. https://doi.org/10.54097/c5r4zm20
Hashemi, M., & Nouri, M. (2021). Personality types, instructional methods, and EFL learning: Exploring the impact of feeler and thinker preferences. Journal of Language Teaching and Learning, 14(2), 212-227. https://doi.org/10.17507/jltr.1402.05
Hosseini, S. M., & Tavakol, M. (2020). Challenges of EFL education in Iran: Cultural, social, and institutional factors. Journal of English Language Teaching and Learning, 13(2), 75-88.
Kakamad, K. K., Mawlod, K. S., & Mohammed, M. H. (2024). Personality Traits and Language Learning Strategies Among EFL Students. Passer Journal of Basic and Applied Sciences, 6(1), 185-191. https://doi.org/10.24271/psr.2024.425624.1422
Kang, H., Lee, J., & Kim, K. (2020). The effect of personality types on EFL learners' adaptation to online learning environments. Language Learning & Technology, 24(1), 36-52.
Koné, A. L. U. (2024). Individual Differences in the Speaking Classroom of English as a Foreign Language: Why Personality Traits, Willingness to Communicate, Self-Efficacy, and Learning Preferences Matter? Ejceel, 2(5), 141-156. https://doi.org/10.59324/ejceel.2024.2(5).11
Kuo, Y. F., Walker, A. E., Schroder, K. E., & Belland, B. R. (2014). Interaction, internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses. The Internet and Higher Education, 20, 35-50. https://doi.org/10.1016/j.iheduc.2013.10.001
Liang, Y., Ji, T., Zhou, S., Liu, X., & Yan, H. (2025). Applying the Online Language Learners' Characteristics Model in Connection With Various Personality Traits: A Latent Profile Analysis. British Educational Research Journal. https://doi.org/10.1002/berj.4118
Martin, J., Eustaquio, M. T. L., & Cabansag, J. N. (2025). Personality Traits and English Language Learning Styles Among the Students of Isabela State University, Echague, Isabela. International Journal of Research and Innovation in Social Science, VIII(XII), 1292-1300. https://doi.org/10.47772/ijriss.2024.8120109
Perry, C. A. (2014). Personality and learning: How traits influence language learning. Journal of Educational Psychology, 106(2), 450-463. https://doi.org/10.1037/a0034691
Pishkar, K., Zarei, A., & Golmohammadi, M. (2021). Traditional vs. online instruction in language learning: A comparative study. Journal of Educational Technology and Society, 24(1), 77-92. https://doi.org/10.2307/23455912
Raamkhumar, M. H., Kumar, S. S., & Vjp, D. (2024). Personality Traits and Language Learning: a Scientific Approach to Intellectual Structure and Influential Constituents. LLT Journal a Journal on Language and Language Teaching, 27(1), 542-556. https://doi.org/10.24071/llt.v27i1.8112
Rački, Ž., Flegar, Ž., & Juriševič, M. (2024). Language-Related Expressions of Personality. Center for Educational Policy Studies Journal, 14(3), 143-169. https://doi.org/10.26529/cepsj.1893
Rakhimova, Z., & Kalygulova, S. (2024). The Influence of Students’ Personality Traits on Learning English. Bulletin of Osh State University(2), 447-457. https://doi.org/10.52754/16948610_2024_2_44
Sabzi, M., & Hosseini, M. (2020). The impact of online education on reading self-efficacy in EFL learners. Iranian Journal of Applied Linguistics, 23(4), 110-125.
Seng, S. (2023). The Influence of English Usage on Facebook and Personality Traits on Learning Achievement. Westcliff International Journal of Applied Research, 7(1), 63-74. https://doi.org/10.47670/wuwijar202371ss
Sullivan, M. (2017). Personality in educational contexts: The role of feelers and thinkers in learning environments. Journal of Educational Research, 48(3), 130-142.
Thach, N. M. L. (2025). The Impact of Extroversion and Introversion on EFL Students’ Second Language Acquisition. International Journal of Language Instruction, 4(2), 80-93. https://doi.org/10.54855/ijli.25424
Wang, Y., & Li, X. (2019). The relationship between reading self-efficacy and reading comprehension in Chinese EFL students. Language Learning, 69(3), 410-424.
Xu, J., & Liu, Y. (2020). The interaction between personality traits and learning environment in Chinese EFL learners. Studies in Second Language Learning and Teaching, 10(2), 239-259.
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
Zulkifli, R. H., & Basikin, B. (2024). Recognizing and Interpreting Personality Types of Senior Secondary School EFL Learners. International Journal of Contemporary Studies in Education (Ij-Cse), 3(1), 21-30. https://doi.org/10.56855/ijcse.v3i1.896
Downloads
Published
Submitted
Revised
Accepted
Issue
Section
License
Copyright (c) 2025 Maryam Shahrokhi Shahraki
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
