Abstract Corresponding with the field of positive psychology and broaden-and-build theory, foreign language enjoyment (FLE) refers to the development of positive emotions in English as a foreign language (EFL) classrooms and encouraging EFL learners to utilize their potential to learn English. The present study investigated the role of Big Five personality traits of EFL teachers in developing learners’ FLE. To this end, the NEO Five-Factor Inventory-3 and Foreign Language Enjoyment Scale were used to collect data from 107 Iranian EFL teachers and 1209 EFL learners, respectively. Results of the partial least squares structural equation modeling (PLS-SEM) revealed that the teachers’ openness, extroversion, and agreeableness had a significant positive effect on the learners’ FLE. However, their conscientiousness and neuroticism did not significantly predict the same. Therefore, it was concluded that the EFL teachers’ personality traits could affect the learners’ FLE. The results of this study could help expand the theories on positive psychology dealing with EFL learning. The findings of this study can benefit educational institutes, teacher-training centers, policymakers, and other stakeholders in the educational sector to consider EFL teachers’ personality traits and their positive influence on language learning.

中文翻译：

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教师人格特质对EFL学习者外语享受的影响

摘要 与积极心理学和拓宽构建理论领域相对应，外语享受（FLE）是指在英语作为外语（EFL）课堂中发展积极情绪，鼓励EFL学习者发挥他们的潜力来学习英语。 . 本研究调查了 EFL 教师的大五人格特质在培养学习者 FLE 中的作用。为此，使用 NEO 五因素清单-3 和外语享受量表分别收集了 107 名伊朗 EFL 教师和 1209 名 EFL 学习者的数据。偏最小二乘结构方程模型（PLS-SEM）的结果表明，教师的开放性、外向性和宜人性对学习者的FLE有显着的正向影响。然而，他们的责任心和神经质并没有显着预测相同。因此，可以得出结论，EFL教师的人格特质会影响学习者的FLE。这项研究的结果有助于扩展有关 EFL 学习的积极心理学理论。这项研究的结果可以使教育机构、教师培训中心、政策制定者和教育部门的其他利益相关者受益，以考虑 EFL 教师的个性特征及其对语言学习的积极影响。