REDEFINING STUDENT-CENTERED PEDAGOGY: INTEGRATING THE MYERS-BRIGGS TYPE INDICATOR (MBTI) IN SECOND LANGUAGE ACQUISITION
Keywords:
second language acquisition, student-centered learning, MBTI, personality typology, differentiated pedagogy, learner autonomy.Abstract
This article examines the role of the Myers–Briggs Type Indicator (MBTI) in second language acquisition within a student-centered educational framework. The study explores learners’ cognitive, psychological, and communicative characteristics through the four MBTI dichotomies: Extraversion/Introversion (E/I), Sensing/Intuition (S/N), Thinking/Feeling (T/F), and Judging/Perceiving (J/P). Particular attention is given to differences in learning styles, motivation, and communicative behavior among learners with different personality types. The findings suggest that MBTI should not be viewed as a rigid classificatory tool but rather as a dynamic diagnostic framework that can support differentiated and learner-centered instruction. The article further highlights the potential of MBTI-informed approaches for designing effective teaching strategies that accommodate learners’ individual preferences and educational needs.
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