PERSONALITY TRAITS AND THEIR IMPACT ON ENGLISH LANGUAGE LEARNING: A CLASSROOM-BASED STUDY

Abstract

This paper presents my observations and findings from a three-month teaching practice conducted in a second-grade English classroom. The main aim of the study was to explore how individual personality traits, particularly extraversion and introversion, influence young learners’ participation and overall progress in English lessons. Over a period of twelve weeks, I observed twenty-four students during various classroom activities such as language games, reading aloud, vocabulary exercises, and basic speaking tasks. The findings show noticeable differences between outgoing and introverted learners. More sociable students participated actively and completed tasks more quickly, while quieter students often required continuous encouragement and additional teacher support. The study suggests that recognizing individual personality differences is essential for creating a more effective, balanced, and inclusive language learning environment.