Abstract
The current study was aimed at investigating the relationship between academic Iranian EFL learners’ extroversion/introversion and their writing performance. The participants of the study were some 52 BA learners majoring in English language literature in Urmia and Tabriz state universities. The chosen sample comprised of both males and females and as convenience sampling was utilized, all the participants took part in the study on a voluntary basis. The major instrument used in the study was the online version of Eysenck’s personality questionnaire, which was exerted as the means of determining the learners’ extroversion/introversion. Furthermore, to gauge the learners’ writing performance, they were asked to write three types of essays (argumentative, narrative and descriptive). Through the final analysis of data, it was revealed that no significant correlation held between the participants’ personality types and their writing performance in terms of all three modes referred to. A statistically significant difference was, however, observed between the writing performance of male and female students.
Highlights
The interface between pedagogy and psychology, which, in turn, brought about the advent of hybrid disciplines such as educational psychology and psycholinguistics, might be thought of as a milestone in the developmental progression of EFL/SLA
Through the final analysis of data, it was revealed that no significant correlation held between the participants’ personality types and their writing performance in terms of all three modes referred to
The contention that introverts and extroverts have different priorities in selecting their favorite activity to learn the language skills is endorsed by educationalists
Summary
The interface between pedagogy and psychology, which, in turn, brought about the advent of hybrid disciplines such as educational psychology and psycholinguistics, might be thought of as a milestone in the developmental progression of EFL/SLA. Among the manifold influential breakthroughs in the long-lasting history of language teaching, one can refer to the realization of individual differences in learners as a highly determining factor in producing desirable learning outcomes. Among the myriad personality traits and individual differences recognized and explored in relation to learning and pedagogy, lie the fundamental concepts of extroversion and introversion. The contention that introverts and extroverts have different priorities in selecting their favorite activity to learn the language skills is endorsed by educationalists. 11) put it, “extroversion has to do with the need for receiving ego enhancement, self-esteem and a sense of wholeness from other people, while introversion refers to the degree that individuals derive this sense from within themselves.” As Arnold and Brown (1999, p. 11) put it, “extroversion has to do with the need for receiving ego enhancement, self-esteem and a sense of wholeness from other people, while introversion refers to the degree that individuals derive this sense from within themselves.”
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