Abstract:
This study investigates the potential relationship between EFL learners' MBTI, Myers-Briggs Type Indicator, personality types (thinking vs. feeling) and their response to oral corrective feedback (OCF) in the classroom. It is assumed that there is a notable connection between personality types and how OCF is received or responded to, and that learners with thinking personalities are more likely to engage with and utilize OCF compared to those with feeling personality types. Employing a mixed-methods approach, the study involved 100 third-year EFL students from the University of Mohamed Seddik Ben Yahia, Jijel. Participants were categorized into two groups based on their MBTI personality type and completed a questionnaire to explore their experiences and preferences regarding OCF
