Тамаддун нури Том 7 (2026) · с. 205-207
HOW DOES INFJ PERSONALITY INFLUENCE MOTIVATION AND STRATEGIES IN MULTILINGUAL LEARNING
Khudayqulova, Madina, Худайкулова, Мадина, Хudayqulova, Madina
Аннотация
This article examines the influence of the INFJ personality type on motivation and learning strategies in multilingual language acquisition within the framework of Second Language Acquisition (SLA) theory. The study is based on the Myers–Briggs Type Indicator (MBTI), contemporary motivational theories, and learner-centered pedagogical approaches. Using a qualitative research design, the study combines a review of relevant literature with findings from a small-scale survey and semi-structured interviews involving INFJ participants. The results indicate that INFJ learners are predominantly driven by intrinsic motivation and demonstrate a strong preference for reflective learning, writing-based practice, and deep cultural immersion. They also favor meaningful communication in small, trust-based learning environments, while showing comparatively low interest in gamified learning activities. The findings highlight the importance of adapting language instruction to learners’ personality characteristics in order to enhance motivation, engagement, and learning outcomes. The study contributes to the growing body of research on personality-oriented language education and provides both theoretical insights and practical recommendations for multilingual teaching and learning.
INFJ, MBTI, multilingual learning, second language acquisition, motivation, intrinsic motivation, learning strategies, reflective learning, language education, personality type.INFJ, MBTI, многоязычное обучение, овладение вторым языком, мотивация, внутренняя мотивация, стратегии обучения, рефлексивное обучение, преподавание иностранных языков, тип личности.INFJ, MBTI, shaxs tipi, ko‘p tillilik, ikkinchi tilni o‘zlashtirish, motivatsiya, ichki motivatsiya, o‘rganish strategiyalari, reflektiv o‘rganish, til ta’limi, pedagogik yondashuv.
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