Authors : Nik Ibrahim, Nik Norafiqah Binti

Volume/Issue : Volume 10 - 2025, Issue 8 - August

Google Scholar : https://tinyurl.com/5b33vbj2

Scribd : https://tinyurl.com/47ucjehh

DOI : https://doi.org/10.38124/ijisrt/25aug1446

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Abstract : This study explores the impact of Myers–Briggs Type Indicator (MBTI) personality dimensions on Chinese language learning among Malaysian vocational learners. A mixed-method design involving 100 students in the quantitative phase and 30 in the qualitative phase was employed. Statistical results revealed that extraverts significantly outperformed introverts in oral communication, while introverts excelled in written tasks. Sensing learners achieved higher accuracy in detail-oriented tasks than intuitive learners, and judging learners consistently scored higher than perceiving learners across oral and written assessments. Unexpectedly, feeling learners outperformed thinking learners in oral performance, suggesting emotional engagement plays a key role in language acquisition. Effect sizes ranged from small to medium (g = 0.38–0.56). Qualitative data from classroom observations confirmed these findings, with extraverts thriving in class participation and introverts excelling in precise written work. The study highlights the practical value of integrating personality-informed teaching strategies and adaptive digital tools to support diverse learner profiles in vocational education contexts.

Keywords : MBTI; Personality; Chinese Language Learning; Vocational Learners; Adaptive Pedagogy.

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