The Relationship between Extroversion and Introversion and the Oral Proficiency of Iranian EFL Learners

| February 4, 2014 | 0 Comments

Volume 7-1 February 2011.

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Title

The Relationship between Extroversion and Introversion and the Oral Proficiency of Iranian EFL Learners

Authors

Majid Nemati (Ph. D.)

University of Tehran

Amin Shahini (Ph. D. candidate)

University of Tehran

 

Bio Data 

Majid Nemati is associate professor of TEFL at Tehran University, Tehran, Iran from 2000 to present. At present, he runs, EFL Writing, Applied Linguistics, First Language Acquisition, and Discourse Analysis courses at both MA and Ph.D. levels. He has published several articles and books mostly in the field of TEFL and has translated some books into English.

Amin Shahini is Ph.D candidate of TEFL at the Islamic Azad University, Science and Research Branch, Tehran, Iran. At present, he is a lecturer at Imam Sadiq University.

His research interests are CALL and teacher/learners’ belief. He has published and presented papers in national and international conferences and journals. 

Abstract

The present research focuses on the relationship between extroversion/introversion and English oral proficiency. Instruments for this study included Eysenck Personality Questionnaire (EPQ), structure and reading sections of the TOEFL, and a proficiency-assessment interview. Fifty nine subjects from the University of Tehran participated in this study who were mostly MA students and at a high level of proficiency. The EPQ was given to the subjects and based on the results they were divided into two groups of extroverts and introverts. Also, in the interview section, the subjects were rated according to their level of proficiency and finally, the TOEFL proficiency test was administered. As a result, introverts were found to be significantly better in the structure section of the general proficiency test. In reading and interview sections neither group outperformed the other and, therefore, indicated no significant correlation with the subjects’ level of extroversion. The findings may have certain implications concerning language teaching and testing. Planning and designing the course syllabi according to learners’ extroversion level are of the suggested implications.

Keywords: Extroversion, Introversion, Eysenck, Oral skills

Category: 2011