Personality Types and Language Learning in Relation to Language Proficiancy among Senior High School Students

Abstract

This study aimed to determine the relationship between personality types and language learning strategies to English proficiency. This is quantitative research employing a descriptive-correlational research design. In total, there were senior high school student-respondents who took the test, derived through stratified random sampling, from three schools within the lone district of the City of Mati, Davao Oriental. The mean was used to determine the introversion and extroversion levels, the level of usage of language learning strategies, and the level of English language proficiency of the respondents. The Pearson Product-Moment Correlation Coefficient was employed to identify the relationship between personality types and language learning strategies, and English proficiency. The findings of this study revealed that there were slightly more introverts than extroverts who took part in the study. Along with this finding, the language learning strategy statements were generally found to be somewhat true to the respondents. Results show that there was no significant relationship that existed between personality types and English proficiency. Furthermore, language learning strategies were found to have a significant relationship with English proficiency.