Personality Traits and Writing Strategies in Chinese L2 Learners: A Correlational Study

Abstract

This study investigated the relationship between personality traits, as measured by the Myers-Briggs Type Indicator (MBTI-M), and the use of writing strategies among Chinese as a second language (L2) learners. A total of 296 non-English major undergraduates participated in the study, completing the MBTI-M instrument alongside a writing strategy questionnaire adapted from Oxford's (1990) well-established taxonomy of language learning strategies. The collected data were analyzed using descriptive statistics, independent-samples t-tests, and Spearman rank-order correlations to examine potential associations between personality dimensions and strategy preferences. The sample exhibited a predominance of Extraverted (68.6%), Intuitive (85.5%), and Feeling (60.8%) personality types, while the Judging-Perceiving dimension was nearly evenly distributed. Results indicated that cognitive strategies were the most frequently employed category across all participants. Notably, the only statistically significant finding revealed that Thinking-type learners utilized metacognitive strategies to a greater extent than Feeling-type learners. No other MBTI dimension demonstrated significant differences or meaningful correlations with writing strategy use. These findings suggest that the Thinking-Feeling dimension may play a meaningful role in shaping metacognitive strategy deployment during L2 writing tasks, whereas other personality dimensions appear less influential, particularly within timed testing contexts. The study offers practical implications for writing instructors seeking to accommodate diverse learner profiles, while also highlighting the need for future research incorporating broader participant samples and varied writing task types to further elucidate the interplay between personality and strategic writing behavior.