Extroverts

This study compared the effect of information gap and opinion gap tasks on introvert and extrovert EFL learners’ speaking. Accordingly, 138 learners out of 180 intermediate learners were chosen through their scores on a sample Preliminary English Test (PET). These learners further responded to the Eysenck Personality Inventory (EPI) which categorized them into introverts and extroverts. Altogether, four subgroups were established: 32 introverts and 37 extroverts undergoing the opinion gap task instruction and 33 introverts and 36 extroverts experiencing the information gap task treatment. All groups received 10 sessions of treatment and at the end sat for another sample PET speaking section as the posttest. A two-way ANOVA was run to respond to all the four questions showing that while extrovert learners benefited more from opinion gap tasks, introverts outperformed extroverts as a result of information gap tasks. The findings support the notion of using appropriate tasks for different personalities.

This study investigated the comparative effect of collaborative strategic reading (CSR) and metacognitive reading strategy (MRS) on the reading comprehension of Iranian extrovert and introvert EFL learners. To achieve the purpose of this study, a sample IELTS was administered to 325 students studying at Marefat Language Academy in Tehran from whom 225 were selected based on their performance on that test. Next, the above students sat for Eysenck Personality Inventory questionnaire to determine their level of extroversion and introversion. As a result, a total of 150 learners (75 extroverts and 75 introverts) were selected as four experimental groups and two control groups. The four experimental groups, comprised of 1) 25 extroverts undergoing CSR, 2) 25 extroverts receiving MRS, 3) 25 introverts undergoing CSR, 4) 25 introverts undergoing MRS while the two control groups, with 25 extroverts and 25 introverts, the learners experienced the conventional procedure of teaching reading comprehension in the language school. Ancova and two-way Ancova were conducted which revealed introvert learners with MRS outperformed the extrovert with MRS, introvert and extrovert with CSR, and control groups, suggesting a decisive role for personality traits in reading comprehension classes with different reading strategies instruction.