EFL Speaking Growth: The Role of Personality and Learning Strategies
DOI:
https://doi.org/10.51454/jimsh.v8i1.1519Keywords:
EFL speaking, learning strategies, personality traits, qualitative research, speaking performanceAbstract
This study examines the influence of personality traits and language learning strategies on the development of English as a Foreign Language (EFL) speaking growth among senior high school students in Southeast Sulawesi. Employing a qualitative approach through in-depth interviews, the research explores how individual personality preferences shape students’ choice of learning strategies, and how these combinations contribute to speaking proficiency. The findings indicate that personality traits, particularly extroversion and openness, are strongly linked to higher speaking performance, while neuroticism tends to hinder oral competence. Regarding learning strategies, metacognitive and social strategies emerged as the most effective in enhancing speaking ability, enabling learners to plan, monitor, and engage actively in communicative situations. The interplay between personality and strategy use was found to significantly influence speaking outcomes, demonstrating that neither factor alone is sufficient for optimal progress. These results underscore the importance of integrating personality-aware pedagogical approaches with explicit strategy training. The study offers practical implications for EFL educators in designing differentiated and targeted classroom interventions to support diverse learner profiles in achieving balanced fluency and accuracy.
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