Extrovert Learners Research Articles

Unlocking the secrets of extroverted learners: a mixed-methods dive into English language learning strategies and preferences

Unlocking the secrets of extroverted learners: a mixed-methods dive into English language learning strategies and preferences

Factors Affecting Second Language Acquisition: The Role of Personality and Age as a Case

The paper is to introduce second Language acquisition (henceforth SLA) and second language learning in general and the factors have the impact on SLA as (Cognitive, Affective, and Social factors). It also lays very much emphasis on the role of personality and age, among different factors affecting SLA. In addition, it sheds light on the first language acquisition (hereafter FLA) and how distinct it is with SLA. The present paper aims at introducing the importance of the factors affecting SLA and how pivotal the role of learners’ personality and age is for guaranteeing the acquisition of a second language. There are some problems in the local gap that have not been referring to such as ignorance of teachers about personality types and learners’ age. Teachers may be unaware of personality types and haven’t enough information about developing personalities; for example, introvert and extrovert learners, which is better to acquire a second language. Besides, teachers are probably not taking the age of learners into consideration in teaching English as a foreign language. Students may also not know their exact age or level to acquire second Language.

The Effect of Mother Tongue Translation on Iranian Extroverted and Introverted EFL Learners’ Vocabulary Learning

Vocabulary is an essential language component that will affect all four language skills. Therefore, any technique that can help promote vocabulary learning should be encouraged. The current study aimed to explore the effect of first-language translation on Iranian intermediate extroverted and introverted EFL learners’ vocabulary learning. The authors chose 80 Iranian EFL learners using convenience sampling and applied a quasiexperimental design for the research. First, they administered the Oxford Placement Test, the Eysenck personality questionnaire, and a vocabulary pretest and posttest. Then, the treatment started using the first language to teach vocabulary to introverted and extroverted learners. The findings showed that first-language translation had a statistically significant effect on developing Iranian intermediate extroverted EFL learners’ vocabulary learning. The results implied that the instructors could use L1 in teaching a language in general and vocabulary in specific as an effective strategy, just for extroverted learners, as it was found ineffective for introverted learners. Furthermore, the results showed that L1 translation as a learning strategy can be more effective for vocabulary learning by extrovert EFL learners than introverts. Therefore, it can be concluded that the learners’ personality traits should be considered in teaching and learning vocabulary, but as a supplementary teaching strategy since using the first language was just effective for parts of the learners, extroverts.

The Relationship between Personality Traits, Motivation Levels and Speaking Performance among EFL Learners

Considering the importance of learners' characteristics in facilitating or hindering second language oral communication, two personality traits that have received a lot of attention from researchers are extroversion and introversion. However, their findings have been contradictory - some found that extroversion correlates significantly with speaking skills while others disconfirm this finding. This study aimed to examine the EFL introvert and extrovert learners' speaking performances across motivational levels. The sample comprised of 75 female students from a science college whose English proficiency was at the elementary to pre-intermediate levels, the students were taking English as a compulsory subject. The author used the English Level Test by the British council to determine their levels, the EPQ-R questionnaire was used to identify their personality types, and the AMTB questionnaire was used to measure their motivational levels. Their speaking ability was determined by administering a speaking test. Descriptive and inferential statistics were extracted from the data by using SPSS. The two-way ANOVA revealed no significant differences in speaking results between highly motivated introverts and extroverts as well as between low motivated introverts and extroverts. This means that the personality traits do not play an essential role in the learners' speaking performance, suggesting that EFL learners can perform well in oral regardless of their personality types and motivation level. This paper concludes by calling for more research into this seemingly clear-cut link between extroversion/introversion and oral ability of ESL/EFL learners by examining this link with another variable that could provide a more nuanced insight. Keywords: EFL; extroversion; introversion; motivation; speaki

Autonomous learning practices of extrovert and introvert EFL learners

Learning autonomy has been widely seen as a key predictor of a language learning success. There have been many studies on learning autonomy, however, most studies do not investigate how students conduct their autonomous learning. The number of those which investigate how learning autonomy is implemented across personality type is even fewer. To address it, this article will elaborate how extrovert and introvert students managed their autonomous learning. The objectives of this article are to reveal how extrovert and introvert learners perceive autonomous learning and to know the types of activities which were done by the extrovert and introvert learners and their reasons for doing the activities. Interviews and observation were applied to collect data. The findings indicate that autonomous learning was carried out differently by both personality types. Introvert students devoted more time and focused on their solitude learning and they are more organized in doing it. On the other hand, extrovert learners chose to do the autonomous learning in groups. For them, learning in a community gave more benefits. One of the benefits was preventing them from making fossilized errors. This article also reveals that the students from both personality types used digital technology in learning independently. Yet, extrovert and introvert students used different kinds of technology and way in using it.
 HIGHLIGHTS:
 
 Autonomous learning does not merely mean learning alone because it refers to self-triggerto learn, both individually and in groups
 Extrovert and introvert learners have different perception and apply different strategiesin implementing autonomous learning.

The Influence of Extroversion Personality towards EFL Learners' Writing Skills

This study aims at finding out whether or not there is a significant correlation between EFL learners' extroversion personality and their writing skills. Correlational research is used as a type of research method used in the study involving observing two variables consisting of extroversion personality and writing skills to establish a statistically corresponding relationship of them. To collect the samples, the sampling technique used is Saturated Sampling which means the technique of determining the sample when all members of the population are used as samples. Therefore, the samples are 50 EFL learners as respondents. The study was employed at Pohuwato University, Faculty of Teacher Training and Education, English Education Department. By using EPI questionnaire, it is clear to find out the personality of the respondents whether the learner is introvert or extrovert. Furthermore, writing skills are assessed by using criteria of writing test by Heaton. Both extroversion data and writing skills data are quantifiable data. The data were then analyzed by Pearson product-moment. The findings showed that there was a medium correlation between EFL learners' extroversion personality and their writing skills. It can be concluded that extroversion personality gives a medium influence to EFL learners writing skills. In other words, extrovert learners' tent to show good writing skills. Further studies are expected to elaborate more specifically about extroversion personality and writing skills.

Syntactic Complexity on Extroverted and Introverted Indonesian Language Learners’ Written Products

The objective of this study was to examine the significance of difference between introverted and extroverted learners in terms of syntactic complexity (Simple Sentences [SS], Compound Sentences [CpdS], Complex Sentences [CpxS], and Compound Complex Sentences [CCS]). The data were collected from written products of 30 introverted and 30 extroverted language learners in the Faculty of Languages and Arts, Universitas Negeri Medan, Indonesia. SPPS (Version 21) was used to analyze the data. It was found that there was a significant difference between introverted and extroverted learners’ written product in terms of syntactic complexity. The introverted learners wrote more SS than extroverts did. In contrast, extroverts wrote more CpdS and CCS than introverts did in their written products. On the other hand, there was no significant difference between the groups in CpxS. To sum up, language learners wrote different kinds of sentences in their written products.

Corrective Feedback and Personality Type: A Case Study of Iranian L2 Learners

The aim of this study was to investigate the impact of explicit and implicit corrective feedback on extrovert and introvert language learners in a writing course. Participants were classified into two groups of explicit corrective feedback and implicit corrective feedback. Based on Myers-Briggs personality questionnaire, participants of each group were divided into extroverts and introverts. Throughout a writing course, the first group was provided with explicit feedback and the second group with implicit feedback. The results of a pretest and a posttest showed that while explicit corrective feedback is more effective for extroverts, indirect implicit feedback produces better results for introverts in writing courses. However, it is suggested that an optimal mixture of positive and negative feedback would be most beneficial in writing courses, particularly for extrovert learners who need external stimuli to be pushed forward.

The Comparative Effect of Teaching Concept Mapping in Reading on Extrovert and Introvert EFL Learners' Self-Regulation

The present study attempted to compare the effect of teaching concept mapping in reading on extrovert and introvert English as a Foreign Language (EFL) learners' Self-Regulation (SR). The participants were 60 female EFL learners at the intermediate level of English language proficiency, between 18 and 20 (Mage = 19). The Preliminary English Test was employed in order to select homogeneous participants in terms of English language proficiency level, followed by administering Eysenck's Personality Inventory (1985). The language-wise homogeneous introvert (n = 30) and extrovert (n = 30) participants were assigned randomly into two experimental groups of 30. To identify the pre-treatment and post-treatment levels of participants' SR, the Motivated Strategies for Learning Questionnaire (1991) was administered twice. The two groups were instructed using the same material and implementing Harris and Graham’s (1996) concept mapping instruction model. The analysis of the scores using an Independent-Samples t-Test revealed that extrovert participants exhibited a significantly higher SR level as a result of being exposed to concept mapping. The study concludes with a discussion on the obtained results and the probable reasons leading to them, followed by presenting some implications for EFL teachers, learners, and syllabus designers.

The Effect of Content Feedback and Reading Strategies on Reading Comprehension: Extroverted and Introverted Learners

The current study aims to consider the effectiveness of content feedback (CF) along with reading strategies on L2 learners' reading comprehension ability based on the extrovert/introvert personality type. So, 35 pre-intermediate learners studying in a private language institute in Chaloos, Mazandaran, Iran participated in the study and were divided into experimental groups and control one. In order to answer the research question regarding the effectiveness of utilizing content feedback and reading strategies, eight treatment sessions were applied and the pre- post- and delayed post- tests were analyzed through SPSS software (version 20). The results revealed the positive effect of CF on the learners’ reading comprehension ability and also the extroverted learners outperformed the introverted ones. In order to mention the implication side, the study suggests that teaching reading skill by using effective strategies along with content feedback can improve the learners’ reading comprehension ability.

Effect of Instructional vs. Authentic Video Materials on Introvert and Extrovert Iranian EFL Learners' Vocabulary Learning

The study delved into the effect of instructional video materials vs. authentic video materials on vocabulary learning of extrovert and introvert Iranian EFL learners. To this end, Nelson proficiency test was administered to one hundred eighty (n=180) language learners. Considering 1 standard deviation above and below the mean score, one hundred twenty three (n=123) language learners were selected for the study. These participants were distributed into 4 experimental groups (with 25 learners) and a control group (with 23 learners). Researcher-made vocabulary pretest and posttest which were designed using the vocabularies from the movies were also administered to the participants. The findings of the study after three weeks of treatment revealed that both authentic video materials and instructional video materials can have positive effect on vocabulary learning of Iranian EFL leaners. This effect, however, is not different among extrovert learners. It was also revealed that introvert EFL learners benefit more from authentic video materials. The findings of the study could be used by material developers or language teachers who may wish to use video materials in their classes. Keywords: Authentic video materials, Instructional video materials, Vocabulary learning, Introversion, Extroversion

The Impact of Personality: Extrovert vs. Introvert on the Ability in Syntax in Essay Writing

The main purpose of this study was to find out if there would be any significant difference in scores for syntax in essay writing between extrovert and introvert EFL learners. The quantitative data were collected by applying writing rubrics from Brown (2007). The participants of this study were 40 English learners (20 extroverts and 20 introverts) at Universitas Negeri Medan, Indonesia. The data were analyzed by using Statistical Package for the Social Sciences (SPSS) version 2.0. The findings of this study indicated that there was a significant difference in the scores for syntax between extrovert and introvert learners. In this study, introvert EFL learners did better than extrovert EFL learners in constructing sentences (syntax). Thus, both groups still have an equal chance to improve their ability in a learning foreign language particularly in writing skills but extrovert EFL learners must pay more attention to using good syntax because they tend to be careless and less correct in constructing their phrases when doing a writing task.

The Impact of Group Speaking Tasks Via SkypeTM on Introvert and Extrovert Learners’ Oral Proficiency

Exactly as we ask others how many languages they can speak, the ultimate goal that the majority of people wish to accomplish when they attempt learning a foreign/second language is the ability to speak that language fluently, and accurately. This desire for improving in the skill of speaking seems to have turned into a need, as well, in the recent years, owing to the globalization of English language, and its significance in the international communications, education, and trade. Meanwhile, it is fair enough to claim not all learners improve in their speaking at the same pace. Better put, given similar pedagogical quality, learners with different personality variables (e.g. risk-taking, reflectiveness, expressiveness, etc.) are prone to progress in speaking proficiency at different rates. Aiming at using technology as a setting for improving speaking proficiency, this study focused on two basic learner variables – introversion and extroversion – to compare its impacts on introvert and extrovert learners. To draw this comparison, 85 intermediate learners from 4 private English institutes in Tehran were selected on a random basis, and a Cambridge PET test was used to homogenize their general English proficiency, which reduced the population to 64. A 57-item version of Eysenck Personality Inventory was also used to diagnose the introversion and extroversion of the population, based on which 56 learners – 28 introvert and 28 extroverts – made it to the study. They were exposed to 51 hours of speaking practice via SKYPETM software, participating in a wide variety of pair and group discussions on diverse topics. After administration of the speaking section of the PET test again, as the post-test, and analyzing the results through Independent Samples T-Test, the introvert learners reported a higher rate of progress in their speaking proficiency that the extrovert learners. This proved that introvert learners could gain noticeable benefits in their oral production in the virtual instructional and interactional settings

Extrovert and Introvert Learners’ Attitudes and Preferences for Error Correction in Speaking

This study compares and contrasts extrovert and introvert learners’ attitudes toward errors and their preferences for the necessity, time, and correction techniques along with their preferences for the person who should correct and the types of errors corrected in speaking. Generally, unlike introverts, the extrovert learners have a positive attitude toward errors. The participants want all their errors corrected. As to the time of correction, delayed correction is the most preferable, with postponed and immediate correction following it. Clarification requests are the most preferable correction techniques, with recasts, and repetition techniques coming next, respectively. The participants believe that teacher correction is the most preferable, with self-correction following it closely. Peer correction is given the least preference. The students believe that errors of word choice and pronunciation should be given the highest attention, while grammatical errors should not be emphasized in speaking.

Impact of Extroversion and Introversion on Language-Learning Behaviors

Despite the fact that personality factors and learning strategies are of great importance in success with language learning, the link between extroversion and introversion and language-learning strategies has received little attention from researchers. Therefore, I investigated whether or not there is any correlation between these personality traits and language-learning strategies. Participants in the study were 106 extroverted and 94 introverted students. The Eysenck Personality Questionnaire (EPQ) and the Strategy Inventory for Second Language Learning (SILL) were employed. The findings indicated that, with the exception of communicative strategies, introverted learners used a greater range of metacognitive and cognitive strategies than did extroverted learners.