Skip to main content
SpringerLink
Log in

Big Five Personality Traits and Second Language Learning: a Meta-analysis of 40 Years’ Research

  • Meta-Analysis
  • Published:
Educational Psychology Review Aims and scope Submit manuscript

Abstract

Despite numerous studies involving personality traits and second language (L2) learning achievement over many years, there is a lack of an overall picture about how personality traits are related to L2 learning achievement. This study aims to conduct a systematic quantitative synthesis of the studies that examined the relationships between the Big Five personality traits and L2 learning achievement. A total of 137 correlation coefficients from 31 primary studies conducted in 24 countries, with a total cumulative sample size of 8853 and published between 1982 and 2020, were included in this synthesis. The findings showed that openness to experience (r = .23; 95% CI: .15, .30; p < .001), conscientiousness (r = .18; 95% CI: .08, .28; p = .002), extraversion (r = .12; 95% CI: .02, .21; p = .017), and agreeableness (r = .10; 95% CI: .01, .18; p = .025) had positive correlations with L2 learning achievement, while neuroticism (r =  − .04; 95% CI: − .09, .02; p = .227) had a negative yet statistically non-significant correlation with L2 learning achievement. More specifically, openness to experience and conscientiousness were the stronger correlates with L2 learning achievement, followed by more moderate correlates of extraversion and agreeableness, while neuroticism was the weakest among the five. Furthermore, several study features (i.e., study region, age of participants, L1 and L2 similarities, and schooling levels) were shown to explain the variations in the relationships between the Big Five personality traits and L2 learning achievement across individual studies. Implications for L2 teaching and future research are discussed.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3
Fig. 4
Fig. 5
Fig. 6
Fig. 7

Similar content being viewed by others

References

(* = papers included in the meta-analyses)

  • Abrahamsson, N., & Hyltenstam, K. (2008). The robustness of aptitude effects in near-native second language acquisition. Studies in Second Language Acquisition, 30(4), 481–509.

    Article  Google Scholar 

  • * Ajideh, P., Yaghoubi-Notash, M., & Khalili, A. (2018). Personality: A source of test bias? International Journal of Research, 7(2), 33–45.

    Google Scholar 

  • Al Qahtani, A. F. A. (2015). Relationships between intercultural contact and L2 motivation for a group of undergraduate Saudi students during their first year in the UK [Unpublished doctoral dissertation thesis]. University of Leeds.

    Google Scholar 

  • Alavinia, P., & Sameei, A. (2012). Potential bonds between extroversion/introversion and Iranian EFL Learners’ listening comprehension ability. English Language Teaching, 5(5), 19–30.

    Article  Google Scholar 

  • * Alavinia, P., & Hassanlou, A. (2014). On the viable linkages between extroversion/introversion and academic Iranian EFL learners’ writing proficiency. English Language Teaching, 7(3), 167–175.

    Article  Google Scholar 

  • * Arispe, K., & Blake, R. J. (2012). Individual factors and successful learning in a hybrid course. System, 40(4), 449–465.

    Article  Google Scholar 

  • Assink, M., & Wibbelink, C. J. M. (2016). Fitting three-level meta-analytic models in R: A step-by-step tutorial. The Quantitative Methods for Psychology, 12(3), 154–174.

    Article  Google Scholar 

  • Au, S. Y. (1988). A critical appraisal of Gardner’s social-psychological theory of second-language (L2) learning. Language Learning, 38(1), 75–99.

    Article  Google Scholar 

  • * Bagheri, M. S., & Faghih, M. (2012). The relationship between self-esteem, personality type and reading comprehension of Iranian EFL students. Theory and Practice in Language Studies, 2(8), 1641–1650.

    Article  Google Scholar 

  • * Baker-Smemoe, W., Dewey, D. P., Bown, J., & Martinsen, R. A. (2014). Variables affecting L2 gains during study abroad. Foreign Language Annals, 47(3), 464–486.

    Article  Google Scholar 

  • Baptiste, D. A. (2005). Extroversion and introversion as factors affecting adult English-as-a-second-language learners. Theses Digitization Project. 2914. Retrieved from https://scholarworks.lib.csusb.edu/etd-project/2914. Accessed 1 June 2020.

  • Begg, C. B., & Mazumdar, M. (1994). Operating characteristics of a rank correlation test for publication bias. Biometrics, 50, 1088–1101.

    Article  Google Scholar 

  • * Boroujeni, A. A. J., Roohani, A., & Hasanimanesh, A. (2015). The impact of extroversion and introversion personality types on EFL learners’ writing ability. Theory and Practice in Language Studies, 5(1), 212–218.

    Article  Google Scholar 

  • * Busch, D. (1982). Introversion-extraversion and the EFL proficiency of Japanese students. Language Learning, 32(1), 109–132.

    Article  Google Scholar 

  • * Cao, C., & Meng, Q. (2020). Exploring personality traits as predictors of English achievement and global competence among Chinese university students: English learning motivation as the moderator. Learning and Individual Differences, 77, 101814.

  • Carrell, P. L., Prince, M. S., & Astika, G. G. (1996). Personality types and language learning in an EFL context. Language Learning, 46(1), 75–99.

    Article  Google Scholar 

  • * Cattell, R. B. (1987). Intelligence: Its structure, growth and action. North-Holland.

    Google Scholar 

  • Cervone, D., & Pervin, L. A. (2015). Personality: Theory and research. Wiley.

    Google Scholar 

  • Chamorro-Premuzic, T., & Furnham, A. (2003). Personality predicts academic performance: Evidence from two longitudinal university samples. Journal of Research in Personality, 37(4), 319–338.

    Article  Google Scholar 

  • Chen, M.-L. (2014). Age differences in the use of language learning strategies. English Language Teaching, 7(2), 144–151.

    Article  Google Scholar 

  • Chen, X., & Xu, H. (2015). Understanding interaction inside and outside the EFL self-concept system: A case study of Chinese learners in junior high school. Chinese Journal of Applied Linguistics, 38(2), 133–149.

    Article  Google Scholar 

  • * Chen, Y., Jiang, Y., & Mu, Z. (2015). A survey study: The correlation between introversion/extroversion and oral English learning outcome. Journal of Language Teaching and Research, 6(3), 581–587.

    Article  Google Scholar 

  • Chen, X., & Padilla, A. M. (2019). Emotions and creativity as predictors of resilience among L3 learners in the Chinese educational context. Current Psychology, 1–11.

  • Chen, X., He, J., & Fan, X. (2019). Relationships between openness to experience, cognitive flexibility, self-esteem, and creativity among bilingual college students in the US. International Journal of Bilingual Education and Bilingualism, 1–13.

  • Chen, X., Cai, Z., He, J., & Fan, X. (2020). Gender differences in life satisfaction among children and adolescents: A meta-analysis. Journal of Happiness Studies, 21(6), 2279–2307.

    Article  Google Scholar 

  • Cheung, M.W.-L. (2014). Modeling dependent effect sizes with three-level meta-analyses: A structural equation modeling approach. Psychological Methods, 19(2), 211–229.

    Article  Google Scholar 

  • Cooper, C. (2002). Individual differences (2nd ed.). Arnold.

    Google Scholar 

  • Costa, P. T., & McCrae, R. R. (1985). The NEO personality inventory manual. Psychological Assessment Resources.

  • Costa, P. T., & McCrae, R. R. (1992). Revised NEO personality inventory (NEO-PI-R) and NEO five-factor inventory (NEO-FFI) professional manual. Psychological Assessment Resources.

  • Costa Jr, P. T., & McCrae, R. R. (2008). The revised NEO personality inventory (NEO-PI-R). In G. J. Boyle, G. Matthews, & D. H. Saklofske (Eds.), The SAGE handbook of personality theory and assessment, Vol. 2. Personality measurement and testing (pp. 179–198). Sage Publications, Inc.

  • Davids, E. L., Roman, N. V., & Leach, L. (2017). The link between parenting approaches and health behavior: A systematic review. Journal of Human Behavior in the Social Environment, 27(6), 589–608.

    Article  Google Scholar 

  • Dewaele, J.-M. (2012). Personality: Personality traits as independent and dependent variables. In S. Mercer, S. Ryan, & M. Williams (Eds.), Psychology for language learning (pp. 42–57). Palgrave Macmillan.

    Chapter  Google Scholar 

  • Dewaele, J. (2013). The link between foreign language classroom anxiety and psychoticism, extraversion, and neuroticism among adult Bi- and multilinguals. Modern Language Journal, 97(3), 670–684.

    Article  Google Scholar 

  • Dewaele, J. M., & Furnham, A. (2000). Personality and speech production: A pilot study of second language learners. Personality and Individual Differences, 28, 355–365.

    Article  Google Scholar 

  • Dewaele, J.-M., & Regan, V. (2001). The use of colloquial words in advanced French interlanguage. EUROSLA Yearbook, 1(1), 51–67.

    Article  Google Scholar 

  • Dewaele, J. M., Chen, X., Padilla, A. M., & Lake, J. (2019). The flowering of positive psychology in foreign language teaching and acquisition research. Frontiers in Psychology, 10, 2128.

    Article  Google Scholar 

  • Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Routledge.

    Google Scholar 

  • Ehrman, M. (2008). Personality and good language learners. In C. Griffiths (Ed.), Lessons from the good language learner (pp. 61–72). Cambridge University Press.

    Chapter  Google Scholar 

  • * Erfani, S. S., & Mardan, H. (2017). The relationship between Big-Five personality traits, English language proficiency scores on IELTS, and academic success of Iranian foreign students. Theory and Practice in Language Studies, 7(11), 1046–1058.

    Article  Google Scholar 

  • Eysenck, S. B. G., & Chan, J. (1982). A comparative study of personality in adults and children: Hong Kong vs England. Personality and Individual Differences, 3(2), 153–160.

    Article  Google Scholar 

  • Fazeli, S. H. (2011). The relationship between the conscientiousness trait and use of the English language learning strategies. International Journal of Linguistics, 3(1), 1–15.

    Google Scholar 

  • Fazeli, S. H. (2012a). The psychometric analysis of the Persian version of the strategy inventory for language learning of Rebecca L. Oxford. Indian Journal of Science and Technology, 5(4), 2638–2644.

    Article  Google Scholar 

  • Fazeli, S. H. (2012b). The relationship between the extraversion trait and use of the English language learning strategies. Indian Journal of Science and Technology, 5(4), 2651–2657.

    Article  Google Scholar 

  • * Gan, Z. (2008). Extroversion and group oral performance: A mixed quantitative and discourse analysis approach. Prospect, 23(3), 24–42.

    Google Scholar 

  • * Gan, Z. (2011). An investigation of personality and L2 oral performance. Journal of Language Teaching and Research, 2(6), 1259–1267.

    Article  Google Scholar 

  • Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. Hodder Arnold.

    Google Scholar 

  • Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second-language learning. Newbury House Publishers.

    Google Scholar 

  • * Ghapanchi, Z., Khajavy, G. H., & Asadpour, S. F. (2011). L2 motivation and personality as predictors of the Second language proficiency: Role of the Big Five traits and L2 motivational self System. Canadian Social Science, 7(6), 148–155.

    Google Scholar 

  • Glass, G. V., McGaw, B., & Smith, M. L. (1981). Meta-analysis in social research. Sage Publications.

    Google Scholar 

  • Hao, Y., & Chi, R. (2013). The positive role of L1 in the acquisition of a second language. Studies in Literature and Language, 7(2), 45–48.

    Google Scholar 

  • Harris, J. A. (2004). Measured intelligence, achievement, openness to experience, and creativity. Personality and individual differences, 36(4), 913–929.

    Article  Google Scholar 

  • * Hassan, B. A. (2001). Extraversion/introversion and gender in relation to the English pronunciation accuracy of Arabic speaking college students. Research Report, Retrieved from https://files.eric.ed.gov/fulltext/ED454740.pdf.

  • He, J., Chen, X., Fan, X., Cai, Z., & Huang, F. (2019). Is there a relationship betweenbody mass index and academic achievement? A meta-analysis. Public Health, 167, 111–124.

    Article  Google Scholar 

  • He, J., Sun, S., Lin, Z., & Fan, X. (2020). The association between body appreciation and body mass index among males and females: A meta-analysis. Body Image, 34, 10–26.

    Article  Google Scholar 

  • Higgins, J. P. T., Thomas, J., Chandler, J., Cumpston, M., Li, T., Page, M. J., & Welch, V. A. (2019). Cochrane handbook for systematic reviews of interventions. John Wiley & Sons.

    Book  Google Scholar 

  • Holland, D. C., Dollinger, S. J., Holland, C. J., & Macdonald, D. A. (1995). The relationship between psychometric intelligence and the five-factor model of personality in a rehabilitation sample. Journal of Clinical Psychology, 51(1), 79–88.

    Article  Google Scholar 

  • Jackson, D. O. (2019). The potential relationship between openness and explicit versus implicit L2 knowledge. Journal of Psycholinguistic Research, 48(2), 289–306.

    Article  Google Scholar 

  • Jackson, S., & Schneider, T. (2014). Extraversion and stress. In A. D. Haddock & A. P. Rutkowski (Edits), Psychology of extraversion (pp.121–131). Nova Science Publishers.

  • Jeong, H., Sugiura, M., Sassa, Y., Haji, T., Usui, N., Taira, M., ... & Kawashima, R. (2007). Effect of syntactic similarity on cortical activation during second language processing: A comparison of English and Japanese among native Korean trilinguals. Human Brain Mapping, 28(3), 194-204.

  • Khany, R., & Nejad, A. M. (2017). L2 willingness to communicate, openness to experience, extraversion, and L2 unwillingness to communicate: The Iranian EFL context. RELC Journal, 48(2), 241–255.

    Article  Google Scholar 

  • * Kiany, G. R. (1998). English proficiency and academic achievement in relation to extraversion: A preliminary study. International Journal of Applied Linguistics, 8(1), 113–130.

    Article  Google Scholar 

  • * Kirkagac, S., & Öz, H. (2017). The role of big five personality traits in predicting prospective EFL teachers’ academic achievement. International Online Journal of Education and Teaching, 4(4), 317–328.

    Google Scholar 

  • Krashen, S. D. (1985). Inquiries & insights: Second language teaching immersion & bilingual education, literacy. Alemany Press.

    Google Scholar 

  • Lake, J. (2013). Positive L2 self: Linking positive psychology with L2 motivation. In M. T. Apple, D. Da Silva, & T. Fellner (Eds.), Language learning motivation in Japan (Second Language Acquisition) (pp. 225–244). Multilingual Matters.

    Chapter  Google Scholar 

  • Lake, J. (2016). Accentuate the positive: Conceptual and empirical development of the positive L2 self and its relationship to L2 proficiency. In P. D. MacIntyre, T. Gregersen, & S. Mercer (Eds.), Positive psychology in SLA (pp. 237–257). Multilingual Matters.

    Chapter  Google Scholar 

  • Laney, M. O. (2002). The introvert advantage: How to thrive in an extrovert world. Workman.

    Google Scholar 

  • Lee, J. (2001). Relationship between personality traits and English proficiency among Korean university students [Unpublished doctoral dissertation], University of Mississippi. ProQuest Dissertations Publishing.

  • * Liang, H. Y., & Kelsen, B. (2018). Influence of personality and motivation on oral presentation performance. Journal of Psycholinguistic Research, 47(4), 755–776.

    Article  Google Scholar 

  • * Liu, M., & Zhang, W. (2008). An exploration of Chinese EFL learners’ foreign language anxiety, personality and self-esteem. Journal of Applied Linguistics, 5(2), 181–203.

    Google Scholar 

  • Lou, N. M., & Noels, K. A. (2016). Changing language mindsets: Implications for goal orientations and responses to failure in and outside the second language classroom. Contemporary Educational Psychology, 46, 22–33.

    Article  Google Scholar 

  • MacIntyre, P. D., & Charos, C. (1996). Personality, attitudes, and affect as predictors of second language communication. Journal of Language and Social Psychology, 15(1), 3–26.

    Article  Google Scholar 

  • MacIntyre, P. D., Gregersen, T., & Mercer, S. (2019). Setting an agenda for positive psychology in SLA: Theory, practice, and research. The Modern Language Journal, 103(1), 262–274.

    Article  Google Scholar 

  • Magogwe, J. M., & Oliver, R. (2007). The relationship between language learning strategies, proficiency, age and self-efficacy beliefs: A study of language learners in Botswana. System, 35(3), 338–352.

    Article  Google Scholar 

  • * Marin-Marin, A. (2005). Extraversion and the use of vocabulary learning strategies among university EFL students in Mexico [Unpublished doctoral dissertation], University of Essex.

  • McCrae, R. R. (1987). Creativity, divergent thinking, and openness to experience. Journal of Personality and Social Psychology, 52(6), 1258–1265.

    Article  Google Scholar 

  • McCrae, R. R., & Costa, P. T. (1987). Validation of the five-factor model of personality across instruments and observers. Journal of Personality and Social Psychology, 52(1), 81–90.

    Article  Google Scholar 

  • Mehlhorn, G. (2007). From Russian to Polish: Positive transfer in third language acquisition. 16th International Congress of Phonetic Sciences.

  • Mercer, S., Ryan, S., & Williams, M. (Eds.). (2012). Psychology for language learning: Insights from research, theory and practice. Palgrave Macmillan.

    Google Scholar 

  • * Meyer, J., Fleckenstein, J., Retelsdorf, J., & Köller, O. (2019). The relationship of personality traits and different measures of domain-specific achievement in upper secondary education. Learning and Individual Differences, 69, 45–59.

    Article  Google Scholar 

  • Molaei, A. (2013). The impact of conscientiousness personality trait on Language Learning Strategy application in EFL context. European Online Journal of Natural and Social Sciences: Proceedings, 2(2), 668–673.

    Google Scholar 

  • Morrison, A., Polisena, J., Husereau, D., Moulton, K., Clark, M., Fiander, M., ... & Rabb, D. (2012). The effect of English-language restriction on systematic review-based meta-analyses: A systematic review of empirical studies. International Journal of Technology Assessment in Health Care, 28(2), 138-144.

  • Nejad, A. M., Bijami, M., & Ahmadi, M. R. (2012). Do personality traits predict academic writing ability? An EFL case study. English Linguistics Research, 1(2), 145–152.

    Google Scholar 

  • Nosratinia, M., & Kounani, K. (2016). Comparing the impact of divergent and convergent tasks on extrovert and introvert EFL learners’ writing performance. Theory and Practice in Language Studies, 6(6), 1305–1314.

    Article  Google Scholar 

  • * Nowbakht, M., & Fazilatfar, A. M. (2019). The effects of working memory, intelligence and personality on English learners’ speaking ability. Journal of Asia TEFL, 16(3), 817–832.

    Google Scholar 

  • O’Connor, M. C., & Paunonen, S. V. (2007). Big Five personality predictors of post-secondary academic performance. Personality and Individual Differences, 43(5), 971–990.

    Article  Google Scholar 

  • * Oya, T., Manalo, E., & Greenwood, J. (2004). The influence of personality and anxiety on the oral performance of Japanese speakers of English. Applied Cognitive Psychology: THe Official Journal of the Society for Applied Research in Memory and Cognition, 18(7), 841–855.

    Article  Google Scholar 

  • Oz, H. (2014). Big five personality traits and willingness to communicate among foreing language learners in Turkey. Social Behavior and Personality, 42(9), 1473–1482.

    Article  Google Scholar 

  • * Oz, H. (2015). Personality traits and ideal L2 self as predictors of academic achievement among prospective English teachers. The 8th Annual International Conference of Education, Research and Innovation.

  • * Ożańska-Ponikwia, K., & Dewaele, J. M. (2012). Personality and L2 use: The advantage of being openminded and self-confident in an immigration context. Eurosla Yearbook, 12(1), 112–134.

    Article  Google Scholar 

  • Paulus, D. J., Vanwoerden, S., Norton, P. J., & Sharp, C. (2016). From neuroticism to anxiety: Examining unique contributions of three transdiagnostic vulnerability factors. Personality and Individual Differences, 94, 38–43.

    Article  Google Scholar 

  • Peterson, R. A., & Brown, S. P. (2005). On the use of beta coefficients in meta-analysis. Journal of Applied Psychology, 90(1), 175–181.

    Article  Google Scholar 

  • Piechurska-Kuciel, E. (2018). Openness to experience as a predictor of L2 WTC. System, 72, 190–200.

    Article  Google Scholar 

  • Piechurska-Kuciel, E. (2019). Mediation effect of self-efficacy in the relationship between neuroticism and L2 attainment. Journal of Multilingual and Multicultural Development, 42(3), 262–274.

    Article  Google Scholar 

  • Poropat, A. E. (2009). A meta-analysis of the five-factor model of personality and academic performance. Psychological Bulletin, 135(2), 322–338.

    Article  Google Scholar 

  • * Qanwal, S., & Ghani, M. (2019). Relationship between introversion/extroversion personality trait and proficiency in ESL writing skills. International Journal of English Linguistics, 9(4), 107–118.

    Article  Google Scholar 

  • R Core Team (2020). R: A Language and Environment for Statistical Computing. R Foundation for Statistical Computing, Vienna, Austria.

  • Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students’ academic performance: A systematic review and meta-analysis. Psychological Bulletin, 138(2), 353–387.

    Article  Google Scholar 

  • Rosander, P., Backstrom, M., & Stenberg, G. (2011). Personality traits and general intelligence as predictors of academic performance: A structural equation modelling approach. Learning and Individual Differences, 21(5), 590–596.

    Article  Google Scholar 

  • * Šafranj, J., & Zivlak, J. (2019). Effects of big five personality traits and fear of negative evaluation on foreign language anxiety. Croatian Journal of Education, 21(1), 275–306.

    Article  Google Scholar 

  • Serri, F., Boroujeni, A. J., & Hesabi, A. (2012). Cognitive, metacognitive, and social/affective strategies in listening comprehension and their relationships with individual differences. Theory and Practice in Language Studies, 2(4), 843–849.

    Article  Google Scholar 

  • Sharp, A. (2008). Personality and second language learning. Asian Social Science, 4(11), 17–25.

    Google Scholar 

  • Shirdel, T., & Naeini, M. B. (2018). The relationship between the Big Five personality traits, crystallized intelligence, and foreign language achievement. North American Journal of Psychology, 20(3), 519–528.

    Google Scholar 

  • Spolsky, B. (1988). Bridging the gap: A general theory of second language learning. Tesol Quarterly, 22(3), 377–396.

    Article  Google Scholar 

  • Tan, C. S., Lau, X. S., Kung, Y. T., & Kailsan, R. A. L. (2019). Openness to experience enhances creativity: The mediating role of intrinsic motivation and the creative process engagement. The Journal of Creative Behavior, 53(1), 109–119.

    Article  Google Scholar 

  • Van den Noortgate, W., López-López, J. A., Marín-Martínez, F., & Sánchez-Meca, J. (2013). Three-level meta-analysis of dependent effect sizes. Behavior Research Methods, 45(2), 576–594.

    Article  Google Scholar 

  • Vedel, A. (2014). The Big Five and tertiary academic performance: A systematic review and meta-analysis. Personality and Individual Differences, 71, 66–76.

    Article  Google Scholar 

  • Vedel, A., & Poropat, A. E. (2017). Personality and academic performance. In V. Zeigler-Hill & T. Shackelford (Eds.), Encyclopedia of personality and individual differences (pp. 1–9). Springer.

    Google Scholar 

  • Viechtbauer, W. (2010). Conducting meta-analyses in R with the metafor package. Journal of Statistical Software, 36(3), 1–48.

    Article  Google Scholar 

  • Viechtbauer, W., & Cheung, M. W. (2010). Outlier and influence diagnostics for meta-analysis. Research Synthesis Methods, 1(2), 112–125.

    Article  Google Scholar 

  • Wiernik, B. M., & Dahlke, J. A. (2020). Obtaining unbiased results in meta-analysis: The importance of correcting for statistical artifacts. Advances in Methods and Practices in Psychological Science, 3(1), 94–123.

    Article  Google Scholar 

  • * WuryantariWinasih, W., Cahyono, B., & AnantoPrayogo, J. (2019). Effect of project-based learning using E-poster on Indonesian EFL students’ speaking ability across personality types. Arab World English Journal (AWEJ), 10(1), 73–83.

    Article  Google Scholar 

  • Zafar, S., & Meenakshi, K. (2012a). Individual learner differences and second language acquisition: A Review. Journal of Language Teaching and Research, 3(4), 639–646.

    Article  Google Scholar 

  • Zafar, S., & Meenakshi, K. (2012b). Review of PhD theses on the role of personality in SLA. English Language and Literature Studies, 2(1), 94–99.

    Article  Google Scholar 

  • * Zafar, S., Khan, Z. A., & Meenakshi, K. (2017). Extraversion-introversion tendencies and their relationship with ESL proficiency: A study of Chinese students in Vellore, India. Pertanika Journal of Social Sciences & Humanities, 25(2), 687–704.

    Google Scholar 

  • Zhang, Y. (2008). The role of personality in second language acquisition. Asian Social Science, 4(5), 58–59.

    Google Scholar 

  • Zhang, Q. (2013). The attitudes of Hong Kong students towards Hong Kong English and Mandarin-accented English: What are the current status and future developments of Chinese Englishes, in particular, Hong Kong English and Mandarin-accented English? English Today, 29(2), 9–16.

    Article  Google Scholar 

  • * Zhang, W., Su, D., & Liu, M. (2013). Personality traits, motivation and foreign language attainment. Journal of Language Teaching and Research, 4(1), 58–66.

    Article  Google Scholar 

  • Zhang, J., Dong, Z., & Yang, X. (2019). The predictors of academic interest: Fluid intelligence, openness, and their Interaction. Educational Psychology, 39(2), 271–289.

    Article  Google Scholar 

Download references

Funding

The current study was partly supported by the Presidential Fund of the Chinese University of Hong Kong, Shenzhen to Jinbo He (Grant Number: PF. 01.001428).

Author information

Authors and Affiliations

  1. Graduate School of Education, Stanford University, Stanford, CA, USA

    Xinjie Chen & Elizabeth Swanson

  2. School of Humanities and Social Science, The Chinese University of Hong Kong, Shenzhen, Shenzhen, 518172, Guangdong, China

    Jinbo He

  3. School of Psychology, Central China Normal University, Hubei, China

    Zhihui Cai

  4. Faculty of Education, The Chinese University of Hong Kong, Hong Kong, China

    Xitao Fan

Authors
  1. Xinjie Chen
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Jinbo He
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Elizabeth Swanson
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Zhihui Cai
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. Xitao Fan
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Jinbo He.

Ethics declarations

Ethics Approval

Not applicable.

Consent to Participate

Not applicable.

Conflict of Interest

The authors declare no competing interests.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Appendices

Appendix 1

Outlier detection—Baujat plots.

figure a

Appendix 2

References of 31 papers included in the meta‐analysis.

Ajideh, P., Yaghoubi-Notash, M., & Khalili, A. (2018). Personality: A source of test bias?. International Journal of Research, 7(2), 33–45.

Alavinia, P., & Sameei, A. (2012). Potential bonds between extroversion/introversion and Iranian EFL learners’ listening comprehension ability. English Language Teaching, 5(5), 19–30.

Alavinia, P., & Hassanlou, A. (2014). On the viable linkages between extroversion/introversion and academic Iranian EFL learners’ writing proficiency. English Language Teaching, 7(3), 167–175.

Arispe, K., & Blake, R. J. (2012). Individual factors and successful learning in a hybrid course. System, 40(4), 449–465.

Bagheri, M. S., & Faghih, M. (2012). The relationship between self-esteem, personality type and reading comprehension of Iranian EFL students. Theory and Practice in Language Studies, 2(8), 1641–1650.

Baker‐Smemoe, W., Dewey, D. P., Bown, J., & Martinsen, R. A. (2014). Variables affecting L2 gains during study abroad. Foreign Language Annals, 47(3), 464–486.

Boroujeni, A. A. J., Roohani, A., & Hasanimanesh, A. (2015). The impact of extroversion and introversion personality types on EFL learners’ writing ability. Theory and Practice in Language Studies, 5(1), 212–218.

Busch, D. (1982). Introversion‐extraversion and the EFL proficiency of Japanese students. Language learning, 32(1), 109–132.

Cao, C., & Meng, Q. (2020). Exploring personality traits as predictors of English achievement and global competence among Chinese university students: English learning motivation as the moderator. Learning and Individual Differences, 77, 101,814.

Carrell, P. L., Prince, M. S., & Astika, G. G. (1996). Personality types and language learning in an EFL context. Language Learning, 46(1), 75–99.

Chen, Y., Jiang, Y., & Mu, Z. (2015). A survey study: The correlation between introversion/extroversion and oral English learning outcome. Journal of Language Teaching and Research, 6(3), 581–587.

Erfani, S. S., & Mardan, H. (2017). The relationship between Big-Five personality traits, English language proficiency scores on IELTS, and academic success of Iranian foreign students. Theory and Practice in Language Studies, 7(11), 1046–1058.

Gan, Z. (2008). Extroversion and group oral performance: A mixed quantitative and discourse analysis approach. Prospect, 23(3), 24–42.

Gan, Z. (2011). An investigation of personality and L2 oral performance. Journal of Language Teaching and Research, 2(6), 1259–1267.

Ghapanchi, Z., Khajavy, G. H., & Asadpour, S. F. (2011). L2 motivation and personality as predictors of the Second language proficiency: Role of the Big Five traits and L2 motivational self system. Canadian Social Science, 7(6), 148–155.

Hassan, B. A. (2001). Extraversion/introversion and gender in relation to the English pronunciation accuracy of Arabic speaking college students. Research Report, Retrieved from https://files.eric.ed.gov/fulltext/ED454740.pdf.

Kiany, G. R. (1998). English proficiency and academic achievement in relation to extraversion: A preliminary study. International Journal of Applied Linguistics, 8(1), 113–130.

Kirkagac, S., & Öz, H. (2017). The role of big five personality traits in predicting prospective EFL teachers’ academic achievement. International Online Journal of Education and Teaching, 4(4), 317–328.

Liang, H. Y., & Kelsen, B. (2018). Influence of personality and motivation on oral presentation performance. Journal of Psycholinguistic Research, 47(4), 755–776.

Liu, M., & Zhang, W. (2008). An exploration of Chinese EFL learners’ foreign language anxiety, personality and self-esteem. Journal of Applied Linguistics, 5(2), 181–203.

Marin-Marin, A. (2005). Extraversion and the use of vocabulary learning strategies among university EFL students in Mexico [Unpublished doctoral dissertation], University of Essex.

Meyer, J., Fleckenstein, J., Retelsdorf, J., & Köller, O. (2019). The relationship of personality traits and different measures of domain-specific achievement in upper secondary education. Learning and Individual Differences, 69, 45–59.

Nowbakht, M., & Fazilatfar, A. M. (2019). The effects of working memory, intelligence and personality on English learners’ speaking ability. Journal of Asia TEFL, 16(3), 817–832.

Oya, T., Manalo, E., & Greenwood, J. (2004). The influence of personality and anxiety on the oral performance of Japanese speakers of English. Applied Cognitive Psychology: The Official Journal of the Society for Applied Research in Memory and Cognition, 18(7), 841–855.

Oz, H. (2015, November 16–19). Personality traits and ideal L2 self as predictors of academic achievement among prospective English teachers. The 8th Annual International Conference of Education, Research and Innovation, Seville, Spain.

Ożańska-Ponikwia, K., & Dewaele, J. M. (2012). Personality and L2 use: The advantage of being openminded and self-confident in an immigration context. Eurosla Yearbook, 12(1), 112–134.

Qanwal, S., & Ghani, M. (2019). Relationship between introversion/extroversion personality trait and proficiency in ESL writing skills. International Journal of English Linguistics, 9(4), 107–118.

Šafranj, J., & Zivlak, J. (2019). Effects of big five personality traits and fear of negative evaluation on foreign language anxiety. Croatian Journal of Education, 21(1), 275–306.

Wuryantari Winasih, W., Cahyono, B., & Ananto Prayogo, J. (2019). (2019). Effect of project-based learning using E-poster on Indonesian EFL students’ speaking ability across personality types. Arab World English Journal (AWEJ) Volume, 10(1), 73–83.

Zafar, S., Khan, Z. A., & Meenakshi, K. (2017). Extraversion-introversion tendencies and their relationship with ESL proficiency: A study of Chinese students in Vellore, India. Pertanika Journal of Social Sciences & Humanities, 25(2), 687–704.

Zhang, W., Su, D., & Liu, M. (2013). Personality traits, motivation and foreign language attainment. Journal of Language Teaching and Research, 4(1), 58–66.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Chen, X., He, J., Swanson, E. et al. Big Five Personality Traits and Second Language Learning: a Meta-analysis of 40 Years’ Research. Educ Psychol Rev 34, 851–887 (2022). https://doi.org/10.1007/s10648-021-09641-6

Download citation

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10648-021-09641-6

Keywords

Search

Navigation