Despite the widely recognized positive role of self-regulated learning (SRL) in learning English as a foreign language (EFL), its impact on EFL performance is not always consistently significant. Some scholars suggest focusing on individual differences, such as personality types, to better understand the influence of SRL on EFL performance. This study examines the moderating role of personality traits—specifically conscientiousness and neuroticism—on the relationship between SRL and EFL performance. Data were collected from 571 Chinese university students using Likert scale questionnaires to measure personality, SRL, and EFL performance. Correlational analysis revealed significant relationships between personality traits, SRL, and EFL performance. Moderation analysis using SME PLS indicated that conscientiousness positively moderates the relationship between SRL and EFL performance to a medium extent, while neuroticism negatively moderates this relationship to a large extent. These findings offer valuable insights for tailoring educational strategies to individual personality differences to enhance EFL learning outcomes.

Authors:
Murong Dong, Universiti Malaya, Malaysia

About the Presenter(s)
Murong Dong is currently a PhD student in the Faculty of Education at Universiti Malaya. My research interests include TESOL, educational psychology, learning and individual differences, and self-regulated learning.

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