ABSTRACT
What makes some students better language learners than others? Part of the answer may lie in differences in the use of language learning strategies. A student’s choice of strategy, in turn, may depend on his or her personality type. This study investigates the possible relationship between the intuitive personality type (as measured by the Myers-Briggs Type Indicator) and listening improvement (as measured by the Comprehensive English Language Test for Learners of English) attained during a fifteen-week English as a Second Language (ESL) course. An analysis of these two measures supports the thesis that personality variables play a role in the development of listening skills.
