Extroversion

The present study is a research which explores the relationship between introversion/extroversion and the use of vocabulary learning strategies. The participants were 80 male and female EFL students of University of Sistan and Baluchestan who had studied EFL at the university for at least two years and were randomly selected. The participants were selected after excluding those who got L scores of above 4 or 5 from the EPI personality inventory. They were then divided into two groups of introverts and extroverts based on the Eysenck Personality Inventory (EPI). The independent sample t-test was run to examine if there is a significant relationship between the students’ personality type (intro/extra) and their use of vocabulary learning strategies. It was found that there is no difference between introverts and extroverts in the overall use of vocabulary learning strategies as well as in the use of cognitive, memory, and social strategies. However, a significant difference was found between these two groups in the use of determination strategies. It was also found that of the four categories, determination strategies were the most frequently used category by all the participants. The results also revealed that extroverts used vocabulary learning strategies more frequently than their introverted counterparts.

The transformational leadership is known as one of the most important and effective factors on organizational behaviors of the employee. Creation of the motivation and energy in the employees requires a leader with inspirational qualities. On the other hand, the organizational citizenship behavior is a factor in shaping. The current study was aimed at investigating the effects of transformational leadership on the employees’ organizational citizenship behavior. In addition, some personality traits are revealed in this study to be one of the main factors shaping the behaviors and to be moderating variables. The current study is of applied type in terms of the objective and a descriptive-correlational study in terms of data collection procedures. The data needed for the purpose of the study were collected by the use of questionnaire distributed among The 242 persons of statistical population, and these data have been analyzed by Structural Equations Modelling. The results indicated that all six hypotheses of the study were approved. In other words, the transformational leadership has positive and significant effects on both individual and organizational aspects of the organizational citizenship behavior. Also, the positive moderating role of neuroticism and extroversion in effects of transformational leadership on the individual and organizational aspects of organizational citizenship behavior was approved. The results show that the statistical community can utilize its human resources potential to create competitive advantage and develop the voluntary activities of its employees, provided that it is able to optimally implement transformational leadership style.

Background: Each of ethical dimensions of leadership which influence employee behavior and organizational trends has a unique importance. Hence, in this research, we aim at studying the characteristics of leaders as potential predictors of an ethical leaderchr('39')s behavior. Method: The present study was descriptive and a correlational one. The total statistical population of this research was 660 managers of industrial centers and production centers of industrial towns in Hamadan, of which, using simple random sampling based on the Morgan table, the sample size of 248 people were selected. For collecting data, two standard questionnaires of personality traits and ethical leadership were used. And the proposed model was analyzed using structural equation modeling with Smart PLS 2 software. Results: The results of the research showed that the relationships between conscientiousness and agreeableness variables with ethical leadership were meaningful and positive. And the relationship between neuroticism and ethical leadership is significant, but this is a negative one. And the relationship between extraversion and openness with ethical leadership is not meaningful. Also, the results of structural equation modeling indicated that using conscientiousness, agreeableness, and neuroticism, 67%, 45%, and -47% of ethical leadership can be predicted, respectively. Conclusion: Based on the findings of the present study, by identifying and determining practical measures related to those personality characteristics of the leader which are in tandem with the ethical behavior of the leaders, it is possible to identify and select the potential ethical leaders to improve the performance of the organizations. Organizations can also choose leaders who are more likely to behave fairly, share power, and clarify roles based on employee personality abilities. The selection and development of managers who have ethical behavior is very important, because ethical misconduct can be costly and damaging to the reputation of leaders and organizations.

This study aimed at comparing the impact of teacher-selected vs. student-selected discussion groups on speaking fluency of extrovert vs. introvert Iranian EFL learners. In order to do the study, 80 homogenous students were selected from among 140 intermediate female English language learners through the Oxford Placement Test. Then they were divided into introvert and extrovert learners based on the results of the extrovert and introvert questionnaire, and they were totally divided into four groups, namely extrovert student-selected, introvert student-selected, extrovert teacher-selected, and introvert teacher-selected. The participants in all groups took part in the speaking pretest. To do the discussion activities during the treatment process, the participants in the student-selected groups choose their groupmates themselves, while in the teacher-selected groups, the group members were chosen by the teacher. Finally, the participants took part in the posttest of speaking, and the obtained data were analyzed. The results of the analyses showed that selecting discussion groups by both students and teacher affected speaking fluency of extrovert and introvert learners. The results also confirmed that extrovert learners, in both student-selected groups and teacher-selected groups, outweighed the introvert learners regarding their speaking fluency. Teachers are, therefore, recommended to use both teacher-selected and student-selected discussion groups in their classes. They are also recommended to encourage introvert students to take part more actively in class discussions to obtain better results in improving their speaking.  

This study aims at investigating second language learners’ preferences for receiving oral corrective feedback on lexical and grammatical errors in relation to their personality traits. Given the established benefits of providing corrective feedback, the question remains how to customize corrective feedback in order to be effective and appropriate to the individual’s personality. For this purpose, 324 language learners in a language institution were asked to complete Revised NEO Personality Inventory (NEO PI-R) and feedback preference questionnaires. T-test showed that more extroverted learners prefer explicit and immediate feedback while more introverted ones prefer implicit and non-immediate feedback. Moreover, introverts preferred recasts for lexical and grammatical errors while extroverts preferred explicit correction and metalinguistic feedback the most. A follow-up content analysis of interview data revealed learners’ reasons regarding their preferences for receiving corrective feedback. Interviewed extroverts mentioned that explicit correction eliminated ambiguities of peer correction and metalinguistic feedback helped to feel independent. However, recasts were disliked by extroverts because they could not notice the correction, whereas welcomed by introverts due to their least obtrusive nature.