مشخصات پژوهش

Pronunciation plays a crucial role in successful second language (L2) communication (Ngo, Chen, & Lai, 2023). It directly affects intelligibility, comprehensibility, and speaker identity, making it a core component of oral proficiency (Baese-Berk, Levi, & Van Engen, 2023). However, L2 pronunciation remains one of the most challenging and variable aspects of language acquisition (Thomson, Derwing, & Munro, 2023). Even after years of formal instruction, many learners continue to exhibit strong foreign accents, inaccurate stress patterns, or limited control over segmental and suprasegmental features (Broderick et al., 2023). This persistent difficulty has led researchers to examine not only instructional and environmental factors, but also individual differences (IDs) that may account for variation in learners’ pronunciation outcome (Wang et al., 2023). Over the past several decades, Individual Difference research has identified several psychological and cognitive traits that influence L2 learning trajectories (Dinh & Lord, 2012). Among the most frequently studied are language learning aptitude, motivation, and personality traits—each of which may shape how learners perceive, process, and reproduce L2 phonological input (Roehr-Brackin, Loaiza, & Pavlekovic, 2023). Among the Big Five personality traits, Extraversion, Openness to Experience, and Conscientiousness are most frequently implicated in L2 oral skill development (Garbati & Mady, 2015). Extraverted learners are typically more willing to engage in spoken interaction, thus gaining more phonological input and output practice (Dewaele & Al-Saraj, 2015). Open learners are more likely to attend to novel sounds and imitate unfamiliar phonetic patterns (Bonmassar, Scharf, Widmann, & Wetzel, 2021). Conscientious learners may benefit from heightened attention to detail and increased task persistence (Kampf, Todt, Pfaender, & Steinmann, 2020). Although personality has been linked to general speaking proficiency, its specif