Abstract
The study aims at investigating the role of extroversion/introversion personality traits in learning writing skills of English as a second language. The selected sample for the research consisted of 57 participants who undertook instruction on ‘Essay Writing and Presentation’ for six months as a formal course of study in their MA English Program. The research tools consisted of a questionnaire and an achievement test on writing skills. The questionnaire consisted of 30 items all adopted from Eysenck’s Personality Questionnaire to measure the introversion/extroversion traits of students’ personality. After identifying their personality trait (i.e., introvert, extrovert and neurotic), the participants were given an achievement test on writing skills. The participants’ scores in the achievement test were submitted to SPSS and independent sample t-test was applied. The findings reveal that a significant difference exists between the writing achievement of introvert and extrovert learner groups. However, no difference is found between the writing performance of neurotic and introvert learner groups or between neurotic and extrovert learner groups. The results also reveal that introverts are better learners of ESL writing skills as compared to the extroverts.
Highlights
The procedure of learning a second/foreign language (SL/FL) uncovers incredible individual variability among learners
The idea that the extroverts are significantly different from the neurotics in their competence in writing skills could not be verified because no significant difference was found between extroverts and neurotics in the t-test
It was found that there is a strong relation between the personality traits of the learners and their potential for learning writing skills of English as a second language
Summary
The procedure of learning a second/foreign language (SL/FL) uncovers incredible individual variability among learners. Many psychologists (e.g., Cook, 2002; Eysenck & Eysenck, 1985; Kiany, 1998; Matthews & Deary, 1998) hold the opinion that extroversion is somewhat a drawback in terms of learning a language This supposition is focused around a solid biological ground that extroverts have lower level of cortical arousal, and in the meantime get more hindered which makes them more defenseless to mental diversion. Eysenck and Eysenck (1985) have watched that it is introverts who attain superior academic achievement on composed tests in research as compared to extroverts, in this manner proposing that the previous are better language learners Remembering these two angles, one can watch that there is an acceptable contradiction between the applied linguists’ and the psychologists’ opinions concerning the impacts of the intro-extro tendencies on general learning. 2) What type of relationship exists between the intro-extro tendencies of the ESL learners and their performance in writing skills at Masters level?
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