Research into the relationship between learners’ personalities and language learning has been ongoing for over 40 years. It is, according to Ehrman et al. (System, 31(3): 313–330, 2003) fuelled by the desire to help make instruction more effective and learners more autonomous. Even though there is a long history of research into personality traits and language learning respectively, there have been relatively few comparable studies examining personality effects on language learning, especially in Asian contexts. There is now a substantial quantity of research indicating that personality can be defined by a set of five broad stable traits. These are known as ‘the big five’ and consist of bipolar factors (e.g., extraversion-introversion) that are separable from temporary states such as emotions. Despite the shift towards learner centred language classrooms that claim to cater to multiple learning styles, the differences in the personality traits possessed by learners, and how these impact learning, is often not understood or dealt with effectively by teachers. This is especially true of student personality and its effect on the uptake of feedback from classroom assessment. This chapter examines the literature on feedback in second language learning, and explores how feedback can be perceived and handled by language learners with different personality traits. The focus is on Chinese speaking contexts where the move from standardised testing to more individualised formative feedback has started to gain traction. This move has the potential to increase teachers’ awareness of their learners’ personality traits, which may be useful in providing personalised feedback that enhances student learning experiences.