فهرست نشریات علمی دسترسی آزاد ایران

BACKGROUND: Personality types of learners have determining role in their achievements. Manyresearchers concentrate on noncognitive moderators such as personality traits to trace the barriersin learning. This study attempts to find out what kinds of personality types enable learners to bemore competent in intercultural context.METHODS: To conduct the study 236 students were randomly selected from Ardestan and KhorasganUniversities. Two questionnaires were used to collect the data. The first one was a researcher’smade questionnaire to assess learners’ intercultural competence; based on Bennett’s Interculturalcommunicative Model of intercultural communicative competence (ICC); and intercultural competenceassessment Model of ICC, consisting four behavioral dimensions, tolerance for ambiguity, flexibility,respect for otherness, and interaction. The second questionnaire wasMyers‑Briggs Type Indicator toidentify learner’s personality type. The means, standard deviations, t‑scores, and significance levelsof behavioral dimensions were calculated to interpret the data.RESULTS: The analysis of the results revealed that greater general competence in cultural adjustmentis associated with greater extroversion personality. Students with thinking and judging personalitieswere more tolerant for ambiguities of foreign cultures than those with feeling and perceiving personalitytypes. The data of respect for otherness were very similar to tolerance for ambiguity, and studentswith sensing personality preference were more competent in interacting with foreign cultures thanintuitive ones.CONCLUSION: The findings indicated the personality types play opportunity or threat roles for FLlearners in intercultural understanding. Therefore, to promote efficiency in education, it is vital toexplore the learners’ cognitive and noncognitive health conditions.