Investigating the Relationship between Personality Type, Learning Styles and Strategies in Chinese learners of the Persian Language

In L2 learning, each language student learns from a specific perspective, and the individual variables such as personality characteristics could impact on students’ learning. This investigation examines the relationship between the Chinese personality types, learning styles, and strategies learning Persian as a second language. The study randomly recruited 44 students. The participants were distributed three data collection instruments including Myers–Briggs Type Indicator, Kolb’s (1984) learning style inventory, Oxford’s (1990) learning strategies questionnaire.  Results showed that there was a statistically significant difference between the learners’ personality types and their learning styles. Students with sensing and perceiving personalities - in comparison to judging and intuition personality types – were characterized with converging learning style. Learners associated with feeling and perceiving personality types preferred diverging and assimilating learning styles comparing to those with thinking and judging personality types. Whereas learners with extraverted, sensing, feeling, and perceiving personality types dominantly tended to be assimilators, the introverted students were identified with intuitive, thinking, and judging learning styles. The results also showed that the Chinese Persian language learners commonly used cognitive and metacognitive learning strategies. It was also found that they were considerably assimilators concerning learning style. It seems that perception of language learners’ personality types, styles, and learning strategies could largely have an influence on the improvement of instruction quality and the use of sound teaching methodologies.