مقاله انگلیسی ویژگی‌های شخصیتی و آموزش زبان مبتنی بر تکلیف در یادگیری واژگانچهارشنبه 24, سپتامبر 2025

How Personality Traits and Task-Based Language Teaching Interact in Vocabulary Acquisition: A Study of Female Intermediate EFL Students

Abstract
This study investigated the association between personality profiles and Task-Based Language Teaching (TBLT) in learning English vocabulary among female intermediate learners of English as a Foreign Language. In a quasi-experimental, mixed-methods design, 60 Iranian female learners were assessed on their personality profiles using the NEO Five-Factor Inventory and categorized into three strongest personality profiles: extraversion, conscientiousness, and neuroticism. Both classes were further divided into two instructional conditions: collaborative tasks and planned individual tasks. Students received instruction in vocabulary based on TBLT for four weeks, and their lexical development was measured quantitatively through pre- and post-tests supplemented with stimulated recall interviews to understand cognitive and affective reactions under task accomplishment.
The results revealed significant main effects of personality and task type on vocabulary acquisition, as well as a statistically significant two-way interaction effect between the two factors. Conscientiousness and extraverted learners demonstrated highest gains in vocabulary, particularly under the collaborative mode of task. The neurotic learners demonstrated lowest gains in both modes of instruction, ostensibly due to excessive anxiety and affective inhibition. Qualitative outcomes confirmed that extraverted learners benefited through social interaction and situationalized word usage and that neurotic learners struggled with immediate verbal tasks despite prior lexical knowledge. These findings suggest that TBLT should not be adopted as a one-size-fits-all teaching strategy but customized to respond to learners’ psychological preferences and gendered learning needs. The study emphasizes the importance of personality-sensitive instructional design in vocabulary teaching and suggests that future research explores this interactional model in other sociocultural situations, such as with Arabic-speaking or Southeast Asian women learners, to enhance the generalizability and cultural transferability of the results.
Keywords: Vocabulary acquisition; task-based language teaching; personality factors; female EFL learners; instructional interaction