Iranian EFL Learners’ Use of Interactional Methods Across Type A and Type B Personality Profiles

Akram  Nayernia; Vajiheh Mostafa

doi:10.61227/iltt.v1i2.241

Authors

Akram Nayernia Iran University of Science and Technology, Tehran, Iran
Vajiheh Mostafa Farhagian University

DOI:

https://doi.org/10.61227/iltt.v1i2.241

Keywords:

Type A/Type B personality, interactional methods, coping, controlling, channeling, Iranian EFL learners, classroom interaction

Abstract

Personality is a key individual-difference variable in Second Language (L2) learning, yet research has rarely examined how Type A/Type B personality patterns relate to learners’ interactional methods in EFL classrooms. This study investigated whether Iranian EFL learners with Type A and Type B profiles differ in their use of three interactional methods—coping, controlling, and channeling—and whether personality type is associated with interactional tendencies. Participants were 100 female Iranian high school EFL learners (ages 15–19) from Esfahan province. Data were collected using the Type A/B Questionnaire (Yan, 2024) and the QAMIC Interactional Methods Questionnaire (Mongeau & Tremblay, 2014). Descriptive statistics and inferential analyses were used to examine group differences and associations. Results confirmed a clear separation between Type A and Type B learners in personality scores, supporting the validity of the classification. However, no significant differences were found between Type A and Type B groups in coping, controlling, or channeling scores, and no significant relationship emerged between personality type and overall interactional method use. These findings suggest that Type A/B personality patterns alone may not predict EFL learners’ interactional method preferences in structured school contexts. Implications for classroom support and future research using more fine-grained personality models and mixed-method designs are discussed.

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