Iranian Journal of Educational Sociology 2645-3460 8 Serial Number 8-4 2025 12 03 A Comparative Study of Traditional and Online Instruction on Iranian EFL Learners' Reading Skills, Self-Efficacy, and Personality Types A Comparative Study of Traditional and Online Instruction on Iranian EFL Learners' Reading Skills, Self-Efficacy, and Personality Types 1 11 10.61838/kman.ijes.8.4.4 EN Journal Article 2025 03 10 <p><strong>Purpose: </strong>This study aimed to compare the effects of traditional and online instruction on Iranian EFL learners’ reading self-efficacy and reading progression, with a focus on the moderating role of personality types (feeler vs. thinker).</p> <p><strong>Methods and Materials: </strong>The study employed a quasi-experimental design with pre- and post-tests, involving 63 intermediate-level Iranian EFL learners. Participants were randomly assigned to two instructional groups—traditional (face-to-face) and online (via the Rubica platform)—and further categorized as feelers or thinkers using the Myers-Briggs Type Indicator (MBTI). Reading self-efficacy was measured using a validated questionnaire, and reading performance was assessed through a standardized comprehension test. Both groups received identical instructional content tailored to their respective formats across several sessions. Data were analyzed using paired samples t-tests and independent samples t-tests to assess within-group and between-group differences.</p> <p><strong>Findings: </strong>Results indicated that both traditional and online instruction significantly improved reading self-efficacy and reading performance (p &lt; 0.05). However, the online group showed slightly greater gains in both areas. Thinker participants outperformed feelers in reading progression across both instructional methods, although the difference was marginal (p = 0.051). No statistically significant difference was observed in self-efficacy outcomes between personality types. The interaction between instructional method and personality type revealed that online instruction benefited both thinkers and feelers, with thinkers showing slightly more improvement in reading progression.</p> <p><strong>Conclusion: </strong>Both instructional methods were effective in enhancing reading self-efficacy and performance, with online instruction offering slightly greater advantages. Personality type showed minimal influence on learning outcomes, suggesting that well-structured instruction—whether online or traditional—can serve diverse learners.</p> https://www.qijes.com/index.php/ijes/article/download/1330/1391