OICC Press Journal of New Trends in English Language Learning (JNTELL) 2821-2290 4 1 2025 04 23 Online Teaching Dynamics: How Personality Traits and Feedback Methods Shape Learners’ Writing and Self-Perception 10.57647/jntell.2025.0401.03 EN Hamenaz Gholipour Department of English Language, Am.C., Islamic Azad University, Amol, Iran https://orcid.org/0009-0004-4151-4232 Davood Ghahramani Department of English Language, Ga.C., Islamic Azad University, Garmsar, Iran Hamed Barjesteh Department of English Language, Am.C., Islamic Azad University, Amol, Iran https://orcid.org/0000-0002-4018-4487 Journal Article 2025 04 23 This mixed-method study investigated how EFL teachers’ personality traits—specifically, extroversion and introversion—interact with recast and metalinguistic written corrective feedback and how this influences senior secondary students’ self-esteem and writing skills. The study involved 104 participants in an online learning environment, including four EFL teachers and 100 senior secondary students. Students received corrective feedback from both extroverted and introverted teachers, specifically focusing on two types of feedback: recast and metalinguistic. Data were collected through self-reports and interviews and analyzed using statistical and qualitative methods, including multivariate analyses of variance (MANOVA), t-tests, and content analysis via SPSS and MAXQDA software. The results showed that while teachers' personality traits had no significant effect, corrective feedback notably influenced self-esteem and writing performance. This indicates that the feedback type is a more critical determinant in shaping EFL learners’ success than the teacher's personality. Moreover, the interviews highlighted that students' preferences for explicit or implicit feedback varied based on individual needs and proficiency levels, further emphasizing the importance of tailoring feedback to meet the diverse needs of learners. This study offers new insights into the dynamic interplay between teacher and student interactions and student preferences and needs in designing corrective feedback interventions.