Introvert Learners Research Articles

Unveiling the Linguistic Landscape: The Gendered Impacts on Language Learning Strategies for Introverted Learners

<p style="text-align:justify">This study explores the impact of gender on the preferred English language learning strategies of self-perceived introverted students in Vietnam, given the burgeoning role of English as an international lingua franca. A mixed-methods approach, involving survey questionnaires and follow-up interviews, was utilized to gather both quantitative and qualitative data from a cohort of 68 English major undergraduates, 29 of whom self-identified as introverted via the Myers-Briggs Type Indicator (MBTI). The investigation provides a comprehensive understanding of the preferred language learning strategies among introverted learners, and specifically examines how gender influences these strategic choices. The results reveal that gender does not present significant differences in the preferred English language learning strategies of self-perceived introverted individuals. Regardless of gender, introverted language learners demonstrate a tendency towards compensation learning strategies, with specific strategies such as deductive reasoning, organizing physical environs, and error rectification receiving almost identical responses from both male and female participants. These findings suggest that the role of personality traits, such as introversion, should be considered in tailoring pedagogical approaches to meet individual learning preferences and needs. Further research is needed to explore this area in greater depth and to examine its broader implications for English language teaching pedagogy.</p>

The Comparison of the Self-Concept between Introvert and Extrovert Students in Improving Speaking Skills

This study examines students’ speaking skills based on two psychological factors – self-concept and personality. Grounded in psychology's fundamental theories of the academic self-concept model (Shavelson & Bolus, 1982) and personality in second language learning (Dörnyei, 2005), the author investigates introvert and extrovert students’ speaking skills examined from their personality and self-concepts. The current quantitative research is conducted to address three main problems: (1) whether there is a significant difference between an introvert and extrovert students’ speaking skills; (2) whether there is a significant difference between extrovert and introvert students’ self-concepts in their speaking skills; and (3) whether there is an interaction between self-concept and personality toward speakings skills. It is predicted that both personality and self-concept contribute to speaking achievement. Thus, both are expected to show an interaction toward the result of speaking. The study is implemented in SMA Negeri 14 Semarang assessing 39 tenth graders’ English-speaking ability with four learning sessions of preparation before the speaking test. Initially, the participants filled in two reliable questionnaires: ASDQ II (Marsh, 1992) to reveal the students’ academic self-concepts, particularly in English subjects, and McCroskey Introversion Scale (McCroskey, 1997) to identify the students’ personality preferences. Statistical calculation processes the descriptive and inferential data using two-way ANOVA and T-tests to solve the mentioned predictions. The aftermath indicates no significant difference in students’ speaking mean scores based on personality preferences. It shows that the value obtained for personality effect on speaking skill is 0.271, more than 0.05. Additionally, there is no interaction between personality and self-concept towards the speaking skills in which data obtained 0.538, which is also more than 0.05. The heavy influence roots in the students’ self-concept toward their English-speaking ability significantly affected their speaking ability. The data shows 0.000 significance which is less than 0.05. This implies that the higher the self-concept, the higher the speaking score is. Further data also confirms that introverts’ English-speaking scores outweigh extroverts’ high and low self-concepts. Though many studies and assumptions regard personality as an essential factor influencing students’ language learning, this study has revealed that extrovert and introvert learners have the same chance of progressing their speaking performance despite individual differences. The conclusion is heavily inferred from accepting the second central hypothesis, which reveals that students’ self-concept significantly influences their speaking skills, not personality. This helps students turn their self-concept into a more positive self-evaluation toward enhancing their speaking ability. Keywords: self-concept, introversion, extraversion, speaking skills, psychological factors

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.

내향성 학습자 특성에 부합하는 토론수업 체제에 관한 탐색 연구

The purpose of this study is to investigate the characteristics of introverted students represented in discussion-based instruction and to suggest a conformable model for discussion-based instruction, making it possible for all the learners to be reciprocal. Based on the extensive literature review for the purpose, this study describes specifically that the introversion is not an recessive trait, but an estimable personality contrary to the extroversion in classroom discussion. Furthermore, it ascertains that introverted learners possess comparative advantages in terms of intelligences, capabilities, thinking modalities, and learning behaviors than the extroverted. In accordance with the introverted personality and competencies manifested in discussion-based instruction, a framework of the instructional strategies is prescribed in detail as follows; 1) diversification of the expression, 2) individualization of the participation, 3) activation of online discussion, and 4) adaptive evaluation. In addition, it proposes the actionable methods for each phase of the instructional strategies. The researcher cordially expects that the result of this study could become a fruitful contribution for proper understanding of the introverted students and designing the commensurate instruction strategies which would facilitate the potentials of the introverted and confer a benefit on the extroverted concurrently in discussion-based instruction. Finally, limitations of the research are identified. According to the constraints, it brings up the necessities of follow-up research.

Introverted Learners Problems and Solving Strategies in Speaking English

This study investigated the problems and strategies for solving introverted learners' problems in speaking English. Qualitative research design was used in this research. An online MBTI test was used to recruit introverted participants. This research involved eight students at the fourth semester of the English Education Department of UIN SMH Banten. The researchers gathered the data through an online personality test, questionnaire, and interview. The result of this research showed that there were three problems introvert learners facing when they spoke English: linguistic problems (pronunciation, grammar, and vocabulary), feeling shy or nervous, and lack of self-confidence. This study also discovered that there were three factors affecting their problems: affective, environment, and personality. This research found six strategies to solve introverted learners' problems in speaking English. The strategies were as such; selfpractice as much as possible, regulating the breath, learning through social media platforms, taking a note of unfamiliar words, listening to English songs, and playing online games.

Speaking Skill: in Comparison between Extrovert and Introvert Learners

This paper aims to find out the whether introvert students and extrovert students had significant different result in speaking skill, to find out whether the use of memory strategies and social strategies gave significant different result in speaking skill, to investigate whether there was a significant interaction between learning style differences and the use of learning strategies in speaking skill at second semester of computerized program of LP3I Polytechnic Bekasi.. Forty-four students (40) were randomly chosen to get the data of whose styles were extreme introvert and extreme extrovert. Inferential analysis was done by using a two-way ANOVA for hypotheses testing. The research findings showed that there was significant different effect of speaking test between extroverts and introvert. Extroverts performed better in speaking skill. The other finding was that there was not a significant different between using social strategies and memory strategies. As a result of insignificant of using learning strategies in improving speaking skill, it was also found that there was not a significant interaction between language learning style and language learning strategies toward students’ speaking skill.

Okul Öncesi Öğretmenlerinin Aktif Öğrenmeye Yönelik Görüşleri

The study was aimed to determined preschool teachers’ opinions about active learning. The data of the study were obtained through semi-structured interviews. The study group of the study consists of 10 preschool teachers being selected through purposive sampling. Content analysis method was used in the analysis of the data. As a result of the study, it was seen that teachers defined active learning as a process in which the learner is active, that activates the senses, in which the learning skills develop, in which learner obtain learning experience by doing and living. While teachers stated that the teacher and learner have various responsibilities in active learning; it was observed that they expressed that the small class size, the crowded classes, classroom management problems, lack of materials, and the introvert learners are as challenges to active learning. It was seen that the practices of teachers regarding active learning are asking interesting questions, encouraging children to ask questions, designing activities that stimulate the senses, creating a collaborative classroom environment, and using different teaching techniques.

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 PERSONALITY AND LANGUAGE PROFICIENCY ON ESL LEARNERS' WORD CONTRIBUTIONS IN FACE-TO-FACE AND SYNCHRONOUS ONLINE FORUMS

Background and Purpose: Recent technological advancements and Covid-19 pandemic have prompted more opportunities for online learning. However, there is a dearth of empirical research that is focused on high school students. Therefore, this study aims to obtain a more comprehensive view of ESL learners’ involvement or word contributions in a ‘normal’ face-to-face situation and in a synchronous online text-based environment by relating it to their personality and language proficiency.
 
 Methodology: In this study, a quasi-experiment was carried out over four weeks. It involved eight sessions of face-to-face and online discussions with 48 Malaysian high school students who were divided into two matched-sample groups. The participants' feedback was used to support and provide insights on the findings. The quantitative data were analysed using using IBM SPSS statistics 26 software while the participants’ responses to the online feedback session were analysed using open coding and axial coding strategies.
 
 Findings: Statistically significant difference was found in learners’ word contributions during face-to-face and online discussions. Apart from the extroverts with high-intermediate language proficiency, the other groups of learners who are either introverts or having lower level language proficiency were found to produce significantly more words in synchronous online text-based discussions. The non-face-to-face context of online forums might have lowered the learners’ level of anxiety and increased their confidence to interact with their peers.
 Contributions: Learners’ personalities and language proficiency levels should be considered when choosing a discussion setting and when facilitating discussion activities. More support should be provided for the less proficient or introverted learners to express themselves in a face-to-face discussion. 
 
 Keywords: Personality, Language proficiency, Computer-mediated communication, Synchronous text-based online discussions, Word contributions
 
 Cite as: Chew, S. Y., & Ng, L. L. (2021). The influence of personality and language proficiency on ESL learners' word contributions in face-to-face and synchronous online forums. Journal of Nusantara Studies, 6(1), 199-221. http://dx.doi.org/10.24200/jonus.vol6iss1pp199-221

Review of Literature on Learners' Personality in Language Learning: Focusing on Extrovert and Introvert Learners

The improvement in learning English is based on how students are enthusiastic about the subject of English. Learning languages, mainly English, is a great need, even for our primary students who have the responsibility to develop in the globalized world (Muñoz, 2002). These traits are the critical parts of one’s personality because they make him unique, and what psychologists have desired to study and measure in the process of learning English as the foreign or second language. Indeed, the variations between individuals, their learning situations and the contexts where they learn are some features that can illustrate the complexity of learning a foreign language. Conversely, in research on the acquisition of foreign languages, it is essential to consider the differences between individuals, their different ways of learning styles and the environment where they are involved.

ESP Courses and Identity Formation: The Case of Introvert Students

Identity formation is one of the main concerns of today’s education and can have a vital role in ESP learners’ future professional success. This study investigated whether the employment of interactive practices in ESP courses had any impact on the identity formation of introvert students. Initially, 200 undergraduate students majoring in Computer Sciences, Accounting, and Physical Education answered the introversion/extraversion section of the Myers-Briggs Type Indicator (MBTI) and Cheek and Briggs’ Aspects of Identity Questionnaire (AIQ-IV). Based on their performance on MBTI, 90 learners with the extravert, introvert, and non-discriminating personality traits were selected from six classes and formed the three Extravert, Introvert, and Control (n1=n2=n3=30) groups. The students had taken a Specialized English course in the second semester of their BA program. The classes lasted 14 sessions. During the treatment, the researchers employed different activities for teaching ESP. After the instruction, the participants took the AIQ-IV. The results of ANCOVA indicated that the Introvert group gained significantly higher scores on the identity questionnaire than the Extravert and Control groups. The results of paired samples t-tests showed that while introverts had improved considerably in all components of the identity questionnaire, the Extravert and Control groups did not show any changes. The findings indicated that in interactive classroom environments, introvert learners had more inclination than the extravert and mixed introvert and extravert learners toward a shift in identity. The study has implications for ESP teachers, practitioners, and educators.

Thy word is a lamp unto my feet: A study via metaphoric perceptions on how online feedback benefited Chinese learners

Theoretical claims about the benefits of online feedback suggest it can facilitate language learning. However, despite the calls for new digital literacies on language education, attitudes of educators have not been encouraging. To delve further into this issue, the present study addresses the following research concerns: (1) learners’ metaphoric perceptions of online feedback, (2) how metaphoric perceptions show the impact of online feedback on language learning, and (3) the messages educators can glean through these metaphoric perceptions. A subsequent question would be what new insights we can gain by asking students to reflect on online feedback via metaphors not unearthed by previous research using more traditional means. We argue that different methods should be used based on student differences and the contextual realities of the learning setting. Participants are introverted Chinese novice learners who are not accustomed to technology-enhanced teaching/learning and are restrained in the open expression of their feelings and thoughts. Given participants’ backgrounds, the use of metaphors enables them to express their reflective thinking in a more profound manner. Therefore, the findings of the present study, i.e., learners’ metaphoric thoughts, are considered timely and can be used in academic training to address the necessity of applying different approaches to different types of students. They can also showcase the impact of online feedback on introverted learners. Together, these findings can encourage educators to consider changing their attitudes regarding educational technology.

The Effect of Interactive-Read Aloud Strategy on the Extroverted and Introverted Students' Reading Comprehension

This research investigated the most effective strategy of interactive reading aloud on the students' personality types in reading comprehension. In this research, the researcher employed quantitative research by using factorial design. Population in this research were the forth semester students of English intensive program in middle level and the sample were 40 students from experimental and control classes. Try out was conducted to measure validity and reliability of instrument. Two ways ANOVA was conducted to test the hypotheses, two-way analysis of variance with F-test at the 5% (0.05) level of significance.The probability based on the personality was 0.043< 2.024, meaning that there was difference between personality types and the use of strategy. The probability based on strategy was 0.374< 2.024, meaning that there was difference result between extroverted and introverted learners. And the probability based on interaction was 0.001< 2.024, meaning that there was interaction between strategy and personality types. In conclusion, there was interaction among interactive reading aloud strategy, students' personality types and reading comprehension. The used of interactive reading aloud significantly influenced to the extroverted students rather than introverted students.

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.

An Experimental Study on Clustering Technique Employed by The Extrovert and Introvert Learners in Reading Comprehension at Fishery Faculty of PGRI University Palembang

ABSTRACT This study was conducted to investigate An Experimental Study on Clustering Technique Employed by The Extrovert and Introvert Learners in Reading Comprehension at Fishery Faculty of PGRI University Palembang. This study applied experimental method with factorial design. There were 40 students as the population. From 40 students, 30 students were taken as the samples of this research by using two stage random sampling. The statistical analyses used were Independence t-test and Two-way ANOVA. The distribution of both experimental and control group score were normal, since the significant value was higher than 0.05. The data of Clustering Technique and Conventional Technique were homogeneous since the result of homogeneity of variance testing indicated that the significant value of all the data was higher than the significant of p-output (0.05).Furthermore, it was found that (1) there is any significant difference in reading comprehension achievement between extrovert and Introvert students who are taught byusingclustering technique. (2) there is any significant difference in readingcomprehension achievement betweenextrovert and introvertstudents who are taught by using conventional technique. (3) there is any significant difference in reading comprehensionachievementbetween extrovert and introvertstudents who are taught byclustering technique andthosewho are taught byusing conventional technique. (4) there was no any significant interaction effectof clustering technique and extrovert and introvert students onreadingcomprehension achievement. the alternative hypothesis (Ha) was rejected and null hypothesis (Ho) was accepted. Key Word: Clustering Technique, Extrovert and Introvert, Reading Comprehension

Developing Students' Reading Comprehension Ability using Reciprocal Teaching among Extrovert and Introvert Learners

This research investigated how the process of reciprocal teaching in classroom and to examine whether is there any significant difference in students’ reading comprehension between students who taught by using Reciprocal Teaching and non reciprocal, also to investigate is there any significant differences between extrovert and introvert, as the supported data students perceptions. This study applied the true experimental design. To collect the data, test, and questionnaire were employed. Data from the test were analyzed with SPSS resulting significance value that was lower than Sig level 0.00 ˂0.05 meaning that there is a significant difference in students’ reading achievement between Reciprocal Teaching and non reciprocal teaching, the researcher also found that extrovert is outperformed in reading activity using reciprocal both personality helping each other. Data from the questionnaire resulting that the students perceived positively. Reciprocal Teaching is preferable to use and promote students’ comprehension.

Incidental focus on form and the role of learner extraversion

Previous studies have shown that learner individual differences have important impacts on L2 accuracy development. The present study examines a learner variable (i.e. extraversion versus introversion) and its effects on incidental focus on form. Twenty-eight ESL students in two classes (an advanced and an upper-intermediate class) and their teacher participated in the study. Data were collected through classroom observation over 7 weeks (for a total of 16 hours) and background and personality trait questionnaires. All sessions were audio- and video-recorded. The classroom data were first coded for the instances of focus on form episodes (FFEs) and then individualized post-tests were created and administered to each student after the final classroom observation. The results revealed that more extraverted learners were more likely to engage in FFEs in the advanced class and that more introverted learners produced more successful uptake in the upper-intermediate class. The findings partially support the role of this learner variable in learners’ participation in FFEs and its effects on immediate L2 improvement.

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.

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.

Metadiscourse Analysis of the Extraverted-Introverted L2 Learners’ Oral Production

<p><em>The study at hand aims at analyzing the relationship between the extraversion level and the employment of metadiscourse markers in the second language (L2) learners’ oral production on the one hand, and investigating the differences between various levels of extraversion and the types of metadiscourse they use, on the other hand. To this end, 60 advanced EFL learners comprising 12 males and 48 females took part in the study and their extraversion level was assessed with the aid of Myer-Briggs Type Indicator questionnaire. The highly extraverted (N=7) accounted for 11.7%, moderately extraverted (N=22) comprising 36.7%, moderately introverted (N=9) including 15%, and quite introverted (N=22) involving 36.7% of the population. Indeed, the findings revealed a strong positive correlation between the extraversion level and the employment of metadiscourse markers in speech. Besides, there were statistically significant differences across highly extraverted, moderately extraverted, moderately introverted, and quite introverted learners regarding the application of met discourse markers in their speech.</em></p>