UNDERSTANDING ENGLISH SPEAKING DIFFICULTIES: MBTI PERSONALITY TYPES AND PSYCHOLINGUISTICS PERSPECTIVE AMONG UNIVERSITY STUDENTS

This study explores the internal factors contributing to English-speaking difficulties among university students by integrating the Myers-Briggs Type Indicator (MBTI) personality framework and a psycholinguistic perspective. It focuses on how personality traits, such as extroversion, emotional stability, and cognitive preferences, relate to students' self-perceived speaking ability. A quantitative-descriptive design with correlational analysis was employed, involving 60 English Language Education students at STAIN Mandailing Natal. Data were collected through an online questionnaire combining a 16-item MBTI personality assessment and a 10-item self-assessment of English-speaking ability. Results showed that students with extroverted, assertive, and judging traits demonstrated higher confidence and fluency, while introverted and turbulent students reported more anxiety and hesitation. The findings highlight the psychological dimension of speaking performance and underscore the need for language instruction responsive to learners’ emotional and personality differences. By addressing cognitive and affective aspects, educators can create more inclusive and effective strategies to support diverse speaking development in English as a foreign language.