This study aims to investigate the predictivepower of personality traits for EFL students’ preference forisolated or integrated form-focused instruction (FFI). Par-ticipants were 160 Iranian EFL university students. Resultsindicated that students’ personality traits, as measured byCosta and McCrae (Revised NEO Personality inventory(NEO-PI-R) and NEO Five-Factor Inventory (NEO-FFI)professional manual, Psychological Assessment ResourcesInc., Odessa, FL,1992) NEO-FFI, were significantly rela-ted to students’ preference for isolated or integratedgrammar instruction as assessed by Student Preference forGrammar Instruction Questionnaire developed by Spadaet al. (System, 37(1):70–81,2009). Multiple regressionanalyses indicated that NEO-FFI variables of extroversion,agreeableness, and open to experience were significantpositive predictors of EFL students’ preferences for inte-grated FFI while neuroticism had a negative relationshipwith that. Furthermore, NEO-FFI variables of conscien-tiousness and neuroticism were significant positive pre-dictors of students’ preferences for isolated FFI whileextroversion and open to experience had a negative rela-tionship with it. The results were discussed and theimplications were made with regard to individual differ-ences in educational contexts

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• English Language Learners’ Big Five Personality Characteristicsand Their Preference for Isolated or Integrated Form-Focused Instruction