THE EFFECTS OF IRANIAN EFL TEACHERS' PERSONALITY TYPE AND GENDER ON THE STRATEGIES THEY USE TO MOTIVATE THEIR LEARNERS
MOHAMMAD HOSSEIN AFRAKHTEH
English Department, Fars Sciences and Research Branch, Islamic Azad University, Iran
ABDOLLAH KESHAVARZI *
English Department, Firoozabad Branch, Islamic Azad University, Iran
*Author to whom correspondence should be addressed.
Abstract
The present study aimed at investigating the effect of Iranian EFL teachers' personality type and gender on the strategies they use to motivate their learners. To this end, two scales, including the translated version of Myres-Briggs Personality Type Indicator validated by Iranian Corporation (IRANZEHEN) Dynamic Test (2006) and Motivational Strategies questionnaire which was developed by Chang & Dörnyei and was downloaded from Zoltan Dörnyei personal website (www.zoltandornyei.co.uk) were administered to 80 Iranian EFL teachers to examine their personality type and their strategy use. The findings of the study indicated that there was a significant difference between mean score of ESTJ and ISTJ in factor two of the Motivational Strategy Use and other factors. The findings also revealed that there is no significant difference between males and females in their perception of using different strategies to motivate their learners.
Keywords: Personality type, motivational strategy use, gender, Iranian EFL teachers