Abstract
The Language teaching is a complex process influenced by many psychological factors such as personality traits (Tonelson, 1981) and socio-communicative styles (Thomas. Et al. 1994). This research sets out to investigate the effect of Teachers' Introvert and Extrovert personality on their instructional Immediacy. In order to address this issue, a study was conducted on 14 PhD holder university EFL lecturers from Guilan province. Instruments for this research included preliminary Myers-Briggs Personality Type Indicator (MBTI) Test, non-verbal immediacy scale, along with verbal immediacy scale observation inventory. After determining the lecturers' Introvert/Extrovert personality, at the next stage, six sessions of direct observation of each lecturer's classroom instructional immediacy were conducted. Statistical analysis of Fisher's exact test between data along with Pearson's correlation was run to determine the relationship between teacher's extrovert personality and their use of verbal immediacy; the results indicate strong, positive correlation (r=.7, p<. 03). Similarly, a strong, positive correlation was found between extrovert personality and use of non-verbal immediacy (r=.75, p<. 01). The other finding of the study was that instructors’ gender showed no significant relation with their verbal and nonverbal instructional immediacy.
Highlights
Teacher personality and instructional immediacy have been studied independently for decades
This study aims to determine whether teachers’ introvert or extrovert personality, affects their instructional immediacy
The current study investigates the following research questions: Is there any significant relation between Introvert or Extrovert personality and EFL teachers' Verbal immediacy?
Summary
Teacher personality and instructional immediacy have been studied independently for decades. Teachers’ ability to increase their understanding of themselves as well as their students is critical in building and maintaining a communicative Teacher-Student relationship. Learners in such a teacher’s class are expected to possess positive attitudes toward learning and display more interaction with others. Personality could be regarded as one of the predictors in evaluating teaching effectiveness, eventually maximizing achievement in language learning. Miller (1991) emphasizes that it is important that personality types are not identified as a definitive streamlining system that can effectively pigeonhole various individuals into ideal educational, professional, and life scenarios. We can identify ones' natural preferences, and learn about their natural strengths and weaknesses within the desired context
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of Applied Linguistics and English Literature
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
