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Abstract

This extended literature review examines and analyses the influence English as a Foreign Language (EFL) teachers’ personalities have on their students’ learning outcomes. Using a variety of existing literature as well as the Big Five Personality theoretical framework, a critical analysis was conducted to determine the extent they had on students’ motivation and emotions including, language anxiety and language enjoyment. The Big Five Personality type model provided a theoretical framework conceptualising all existing personalities into five broad dimensions, openness-to-experience, conscientiousness, extroversion, agreeableness, and neuroticism, making them universally representative. Possible factors that may have influenced student perception such as cultural, personal preference and teacher-related variables were identified, which contributed towards the level of impact the personalities had. While some personalities had a negative or neutral effect on students, it was clear that EFL students valued effective communication and strong bonds with teachers, as a common theme throughout the findings demonstrated that more sociable and positive personalities such as agreeable and extraversion were most likely to be positive predictors of motivation and enjoyment and negative predictors of anxiety. This study provides valuable information towards teacher and student relationships in an EFL setting and may raise awareness to teachers of the affect their personalities may have on their students.

Course: English Language and Linguistics - BA - C2742S

Date Deposited: 2024-10-23

URI/permalink: https://library.port.ac.uk/dissert/dis14472.html