Personality and Reading Comprehension in EFL Learners: A Mixed Methods Approach

Abstract

Reading comprehension plays an important role in enabling students to access and understand information in an academic context. However, many students continue to struggle with understanding long and complex texts, and the influence of personality on reading comprehension remains unclear. Previous studies have reported inconsistent findings regarding the relationship between personality and language learning outcomes, while most have relied on quantitative approaches, which provide limited insights into how learners with different personality types approach reading tasks. Therefore, this study aims to examine the relationship between personality and reading comprehension and to explore how students with different personality types approach reading tasks in EFL learning. This study employs a sequential explanatory design with a mixed-method approach involving 67 participants. The quantitative phase used personality questionnaires and reading comprehension tests, with data analyzed through Spearman correlation and the Mann-Whitney U test. The qualitative phase consisted of semi-structured interviews analyzed thematically. The findings revealed no significant relationship between personality and reading comprehension, as well as no significant difference in reading performance between introverted and extroverted students. Students demonstrate self-regulation skills, face similar linguistic challenges, and use learning strategies both independently and collaboratively. These findings indicate that reading comprehension is more influenced by reading strategies, linguistic competence, and learning flexibility than by personality traits.