英語是各國使用最廣泛的語言，在大多數亞洲國家，掌握英語能
力水平的重要性相當高。如今，為了提高學生的英語能力和提高第二
語言習得的吸收率，越來越多的教育工作者不僅考慮到教學風格，還
試圖透過檢驗學生的心智能力和心理層面來尋求額外的支持。
本研究旨在找出修正回饋與學生的人格特質之間是否存在任何關聯。
如果有，是否有任何特定的人格特質能從特定類型的修正回饋（明確
或含蓄）的處理中更加受益。共有65名學生和1名教師參加了此研究。
這些學生的組成是透過參加了英語實習課（口說和聽力）而形成。這
項研究持續了一個學期。
為了檢驗被提供不同類型之修正回饋的兩個組別的進度，而進行
了前測和後測。此外，實施由 McCrae 和 Costa (1992)詳盡闡述的人格
五因素模型（五大性格特質）是為了觀察和檢測參與者的心智和心理
層面是否會影響他們對特定類型之修正回饋的偏好，以及具有特定五
大性格特質的人對所提供之修正回饋的反應。並且，從兩個組別中收
集了一份關於第二語言學習者對修正回饋之信念的問卷，用以探索他
們如何從他們的角度看待和感受它。 結果表明，兩個組別的學生在明
確式修正回饋與含蓄式修正回饋中的後測成績都取得了進步。根據調
查結果，大多數學生同意兩種類型的修正回饋對他們而言很重要。
iv
這項小規模研究的結果與 Banaruee 和 Khoshsima (2017) 的調查
結果一致，他們的前測和後測的結果表明，雖然明確式修正回饋對外
向者更有效，但含蓄式修正回饋對內向者能產生更好的結果。還注意
到外向性分數為大約 50% 或更少的人，稍微不認同在課堂上從老師那
裡獲得直接的（明確的）修正回饋。然而，更多的發現是，上述學生
的後測成績仍然有所提高。儘管本研究的規模不大，但發現在外向
性、嚴謹自律性等維度上得分較低（低於 50%）的學生有時需要被注
意和傾聽。儘管提供修正回饋帶來了諸多優勢，但仍需要克服一些困
難和挑戰，以提高這種處理的效果

English is the most widely used language across countries and the importance of acquiring English proficiency is considerably high in most of the Asian countries. Nowadays, to enhance students’ English abilities and to improve L2 learning uptake, more and more educators take into account not only the styles of teaching, but also try to find extra support through examining mental abilities and psychological aspects of their students.
The present study aimed at finding out whether there were any relationship between Corrective Feedback and students' personality traits. If yes, were there any special traits which had benefited more from a treatment with a particular type of CF (Explicit or Implicit type of CF). 
A total of 65 students and one teacher participated in the study. These students were formed by taking an English Lab class (Speaking and Listening).  This study lasted for one semester. 
To examine the progress of two groups with different types of CF provided, a pre-and post-tests were held. Also, the five-factor model of personality (Big 5) elaborated by McCrae and Costa (1992) was implemented to see and examine if participants' mental and psychological aspects can influence on their preference for a particular type of the CF, and how people with a particular trait from Big 5 react on the provided CF.  Furthermore, a questionnaire about L2 learners' beliefs about CF was collected from both groups to explore how they view and feel it from their perspective.
Results have shown that the students from both groups, Explicit CF and Implicit CF, made improvements on their post-tests. According to the findings, most of the students agreed that Corrective Feedback (both types) was important for them. 
The finding in this small scale study was in agreement with the investigation of Banaruee and Khoshsima (2017) whose results of a pre-test and a post-test showed that while explicit corrective feedback is more effective for extroverts, implicit feedback produces better results for introverts. It was also noticed that students whose level of Extraversion was approximately 50 or less percent, slightly disagree with being provided a direct (explicit) CF from a teacher during the class. However, what was found out more, the mentioned students still had improved their post-test results. 
Regardless of the small size of the present study, it was found that students who scored lower (less than 50%) in dimensions like Extraversion, Conscientiousness sometimes needed to be noticed and heard. 
Despite the advantages that came along with providing CF, there were still some difficulties and challenges which needed to be overcome in order to improve the effects of this kind of treatment. 

CHAPTER ONE INTRODUCTION 1
1.1 Background of the Study 1
1.2 Statement of the Problem 3
1.3 Purpose of the Study 5
1.4 Research Questions 5
1.5 Definitions of the Key Terms 6
1.6 Significance of the Study 7
CHAPTER TWO LITERATURE REVIEW 8
2.1 Personality Traits and their Roles in SLA 8
2.2 Development of the Five Factors Theory 10
2.3 Universal (Cross-Cultural) Features of Personality Traits 13
2.4 Age and Gender Differences in Personality 15
2.5 Measuring through the FFM 17
2.5.1 Conscientiousness. 18
2.5.2 Agreeableness. 19
2.5.3 Neuroticism. 20
2.5.4 Openness. 21
2.5.5 Extroversion. 23
2.6 Extraversion and Conscientiousness as Effective Factors in SLA 24
2.7 Corrective Feedback and Personality Traits 26
2.8 Attitude and Perception 28
CHAPTER THREE METHODOLOGY 31
3.1 Research Design 31
3.2 Context 31
3.3 Participants 32
viii
3.4 Instruments 33
3.4.1 The Big Five Model 33
3.4.2 Past Simple Test 33
3.4.3 A Questionnaire on the Learners' Perceptions and Attitudes toward CF 34
3.5 Procedures 37
3.5.1 Implicit group 37
3.5.2 Explicit Group 38
3.5.3 Procedure 38
3.5.4 Data Collection and Analyses 41
3.5.5 Research Questions 41
CHAPTER FOUR RESULTS AND DISCUSSION 42
4.1 The difference between two groups in their Big 5 tests’ results 43
4.2 T-test for the results of pre- and post-tests 45
4.3 Benefits of the treatment and effectiveness of the CF feedback 47
4.3.1 General attitude toward CF 48
4.3.2 CF timing 52
4.3.3 Output-prompting CF 55
4.3.4 Uptake 57
4.3.5 Input-providing CF 60
4.3.6 Gravity of errors 62
4.4 Relationship between Personality Traits and Attitude towards CF 65
CHAPTER FIVE CONCLUSION 69
5.1 Research questions 69
5.2 Limitations of the study 72
5.3 Suggestions for Future Research 73
REFERENCES 74
ix
List of Tables
Table 1. Examples of Adjectives, and Questionnaire Scales Defining the Five Factors 12
Table 2. Adjectives describing each dimension of the Big 5 18
Table 3. Learning Preferences Associated with Dimensions of MBTI Type 24
Table 4. The independent t-test 43
Table 5. Two groups Big 5 tests’ results 44
Table 6. Two-way ANOVA mixed design 46
Table 7. Comparison of Pre- and Post-tests of the Implicit group 47
Table 8. Comparison of Pre- and Post-tests of the Explicit group 47
Table 9. Reliability statistics for the questionnaire about Corrective Feedback
belief factors from learner’s perspective 49
Table 10. 6-point Likert scale 50
Table 11. General attitude toward CF 50
Table 12. Students who shared disagreement with the statement 51
Table 13. CF Timing 53
Table 14. Students who shared disagreement with the statement 54
Table 15. Output-prompting CF 55
Table 16. Students who shared disagreement with the statement 56
Table 17. Uptake 58
Table 18. Students who shared disagreement with the statement 59
Table 19. Input-providing CF 60
Table 20. Students who shared disagreement with the statement 61
Table 21. Gravity of errors 63
Table 22. Students who shared disagreement with the statement 64
x
Table 21. Gravity of errors 63
Table 22. Students who shared disagreement with the statement 64
Table 23. Correlation between personality traits and attitude towards
CF of the Implicit group 65
Table 24. Correlation between personality trait and attitude towards
CF of the Explicit group 67

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