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- Title
STUDENT WRITING, PERSONALITY TYPE OF THE STUDENT AND THE RATER: ANY INTERRELATIONSHIP?
- Authors
Marefat, Fahimeh
- Abstract
The way we learn is very much affected by our personality. Practitioners have proposed that an understanding of personality type can help teachers explain why students approach tasks differently: some are successful, while some fail to participate in class activities (Oxford & Ehrman, 1990; Wilz, 2000). Meyers-Briggs's theory, anchored in Jung's work, introduces four different character types: Introvert/Extrovert, Sensitive/Intuitive, Thinking/Feeling, and Judging/Perceiving. The Meyers-Briggs Type Indicator (MBTI), a 93-item paper-and-pencil inventory, helps, as a reliable instrument, identify students' personality types. The current study aims at discovering the relationship, if any, between learner personality type and his writing ability in the first place and then between rater personality and his rating procedure. Eighty-six male and female graduate and undergraduate EFL students and their teacher who rated their essays participated in this study. The average of each learner's scores on two in-class writings, as well as midterm and final exams served as an index of his writing ability. The participants were also asked to fill out the MBTI questionnaire with two options for each item. Individuals were classified on the basis of their self-reported preferences. Analysis of data indicated that the only dimension showing significant impact across writing ability was the S/N preference. Surprisingly, a link was observed between rater personality and her rating procedure.
- Subjects
PERSONALITY; AUTHORSHIP; TEACHERS; STUDENTS; LEARNING ability
- Publication
Reading Matrix: An International Online Journal, 2006, Vol 6, Issue 2, p116
- ISSN
1533-242X
- Publication type
Article