Delineating Differences in Second Language Acquisition: Insights from Student Perspectives

This study explores how M.Ed. students who specialized in English perceive and experience the impact of personality factors on SLA. The study gathered lived experiences from ten purposefully chosen M.Ed. English students from five distinct constituent campuses under Tribhuvan University, Nepal, using an unstructured interviewing technique and a phenomenological qualitative research strategy. Six themes surfaced from participant narratives, illuminating the intricate relationship between personality factors and language acquisition outcomes. The findings emphasized the value of individual differences by demonstrating how characteristics like risk-taking, confidence, empathy, and anxiety have a big impact on language acquisition. The study highlights the importance of inclusive learning settings that support a range of personality types and foster enthusiastic attitudes towards language acquisition. Additionally, Empathy has also been demonstrated to support effective interpersonal interactions and language acquisition decision-making. These results advance our knowledge of the relationship between personality traits and SLA and have important ramifications for educators and legislators who want to support efficient language learning methods that meet the demands of a wide range of learners.