Since actively engaged to use the language more

Since this study found a direct relationship between L2 politeness
awareness and certain personality traits, Iranian TEFL students will benefit
from such findings in that they can improve their personality types to enhance
their academic performance which, in turn, leads to successful outcomes and
this, in turn, will pave the way for a more prosperous and profitable
education.

            Also, since the
results of Pearson correlation which was conducted to investigate the Iranian TEFL students’ grade of general English in university
entrance examination (Konkoor) in relation to the variables of this study
verified the results of SEM, it can be said that this research has implications
for pedagogy. With that said, TEFL teachers can
motivate their students to refine their personalities and use L2 politeness
strategies in their interactions, for example with their school superiors to
get their requests granted in a proper way. Doing so, they can save a lot of
time. Besides, with the teacher encouragement, Iranian TEFL students can be
actively engaged to use the language more politely during their class
presentations to obtain more scores. Also, by knowing the fact that politeness
may have positive effects on learning, Iranian TEFL students can incorporate
politeness not only in their speech, but also in their written tasks; thus,
increasing the chance of being publically accepted.

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From other
perspectives, findings of this study on individual differences are also important
because these findings will help second language learners to be familiar with the
most well-known personality types and accordingly adopt learning styles which
are beneficial for them.

5.4.
Suggestions for Further Research

As discussed before, awareness of L2 politeness strategies might be
a cause for better academic performance, but
further research seems to be necessary in this area to confidently say that it
leads to better academic performance and acceptable educational
achievement.   

In addition, like previous studies, this study also
has shown the existence of gender differences in personality, but it has not
yet been found that why these differences exist. This research has not
investigated differences between genders among different cultures. Such an exploration
is beyond the extent of this paper. Throughout the literature, there have been many good
justifications for the existence of gender differences in personality traits
like the fact that gender differences across different ethnicities and various
cultures have a general stability. On the other hand, cross-cultural
diversities in gender differences for some traits may show that social norms
and culture influence gender differences. So, it would be promising for future
studies to explore gender differences in personality in other cultures and
societies too.  Thus, the fact that how
personality is affected by culture is truly a complicated issue, worthy of
future study.  

Also, the
results show that the differences among the genders in respect to their
awareness of L2 politeness strategies are more culture-bound rather than that
of ‘impoliteness’ on the part of the students; so the
analysis of the complex relations between gender and L2 politeness still
remains a gap to be filled by further research.  

Further, the personality type scores were obtained through a
self-report inventory. As a result, our findings indicate that how men and
women perceive and report on themselves, which incontrovertibly do not show how
they are perceived by others. Besides, their actual behavioral tendencies could
not be trustfully inferred if they were not correlated with other kinds of data
collection procedures, such as qualitative research. Future research,
preferably Mixed Methods, should examine gender differences incorporating peer-reports
on these personality traits.  

The investigation was also limited to Big Five personality traits,
i.e. openness to experience, conscientiousness, extraversion, agreeableness,
and neuroticism. Although these traits are reasonably comprehensive, it would
be worthwhile to investigate gender differences in politeness and personality
in other additional traits, too.

Measuring
awareness of L2 politeness strategies in this study was on the basis of Brown
and Levinson (1987) theoretical framework which is rather dated. It would be
better if other researchers put their investigations on the basis of other more
recent theoretical frameworks of famous scholars like Lakoff, Leech, etc.

Also,
to acquire a more clear-cut and valid estimate of the Iranian students’
awareness of L2 politeness strategies, scholars might use some techniques such
as interviews and observations in the future.