Comparing Extrovert/Introvert EFL learners in terms of using socio-affective strategies in developing four language skills of speaking, listening, reading, and writing
الموضوعات :
1 - Tabriz
الکلمات المفتاحية: Personality, Extrovert, Introvert, strategy, Socio affective.,
ملخص المقالة :
personality is one of the essential factors to acquire a second language. The Socio-affective strategy helps learners to adjust emotions and motivations. This study investigated the impact of extroversion and introversion on the using socio-affective strategies. The participants of the study were 26 EFL Iranian students at university level at Islamic Azad University, Tabriz Branch. The students who were willing to participate were selected from BA/MA/PhD classes. This descriptive quantitative study used two questionnaires. First, the researcher administered the personality questionnaire developed by Cain (2011) to categorize students into two groups of introvert and extrovert. Next, the socio-affective questionnaire was answered by students. The results of the statistical analyses revealed that there is a significant difference between introverts and extroverts in using socio-affective strategies and the mean score of introverts is higher than extroverts. Also, the results of this study revealed that there is a significant difference between introverts and extroverts in using socio-affective strategy in writing skill. The finding of the study suggests implications regarding the use of socio-affective strategies in introverts and extroverts.
Anaraki, S. S., Zareian, G., &Khodaee, M. (2015, April). Socio-affective strategy use among Iranian tertiary level students. Paper presented at the First Conference in Challenges in Foreign Language Teaching in Iran (CFLTI 2015), Sabzevar, Iran.
Babai, H., Sadeghi, K. (2009). Characteristics of an effective English language teachers as perceived by Iranian teachers and learners of English. English language teaching, 24, 130-143.
Cain, S. (2011). The power of introverts. Psychology Today. Retrieved from https://www.psychologytoday.com/us/blog/quiet-the-power-introverts/201103/quiz-are-you-introvert-or-extrovert-and-why-it-matters.
Chastain, K. (1975). Affective and ability factors in second language acquisition. Language Learning, 25, 153-161.
Dorney, Z. (2005). The Psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum Associates.
Ellis, R. (1994). The study of second language acquisition. Oxford, UK: Oxford University Press.
Ellis, R. (2003). Individual differences in second language learning. In A. Davies & C. Elder (Eds), The Handbook of Applied Linguistics. Oxford: Blackwell, 525-551.
Gazzaniga, M. S., & Heatherton, T. F. (2002). Psychological science: Mind, brain, and behavior. New York City: W.W. Norton & Co.
Griffiths, C. (2010). Strategies of successful language learners. Journal of English Language Studies, 1 (3), 1-18. http://www.sid.ir/en/VEWSSID/J_pdf/1032120100301.pdf
Jung, C. G. (1921/1971). PsychologischeTypen. Zürich: Rascher.
Kayaoglu, M.N. (2013). Impact of extroversion and introversion on language learning behaviors. Social Behavior and Personality, 41(5), 819-826. http://dx.doi.org/10.2224/sbp.2013.41.5.819
Lahey, J. (2013). Introverted kids need to learn to speak up at school. The Atlantic. Retrieved from http://www.theatlantic.com/national/archive/2013/02/introverted-kids-need-to-learn-to-speak-up-at-school/272960/.
Laney, M. O. (2002). The introvert advantage: How to thrive in an extrovert world. New York:Workman Publishing.
Lestari, A., Sada, C., &Suhartono, L. (2013). Analysis on the relationship of extrovert -introvert personality and students' speaking performance. Jurnal Pendidikan Dan PembelajaranUntan, 4(3).
MacIntyre, P. D., Babin, P. A., & Clément, R. (1999). Willingness to communicate: Antecedents and consequences. Communication Quarterly, 47, 215-229.
Marashi, H., &Naddim, R. (2019). Using information gap and opinion gap tasks to improve introvert and extrovert learners’ speaking. Applied Research on English Language, 8(2), 187-206. Doi: 10.22108/are.2019.113273.1371.
McCrae, R. R., &Costa, P. T. (1999). A five-factor theory of personality. Handbook of Personality: Theory and Research, 2, 139-153.
Nussbaum, E. M. (2002). How introverts versus extroverts approach small-group argumentative discussions. The Elementary School Journal, 102(3), 183-197. doi:10.1086/499699.
O’Malley, J. M., Chamot, A.U., & Walker, C. (1987). Some applications of cognitive theory to second language acquisition. Cambridge: Cambridge University Press.
Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Boston: Heinle&Heinle.
Pritchard, D. F. L. (1952). An investigation into the relationship between personality traits and ability in modern languages. British Journal of Educational Psychology, 22(2), 147-148. doi:10.1111/j.2044-8279.1952.tb02817.x.
Rossier, R. (1976). Extroversion-introversion as a significant variable in the learning of oral English as a second language. (Doctoral Dissertation). University of Southern California, United States.
Scimonelli, P. (2002). Language learning strategies: Helping the students find ''il metodo''. Institute for language education: Main assignment, Norwich. Retrieved from http://web.tiscalinet.it/colabianchi/NorwichSITE/BRUNA%20main%20assign.-%20LLS.doc.
Silverman, L. (2012). Introversion and giftedness. Denver, Colorado: Gifted Development Center in Denver, Colorado.
Stern, H. H., (1992). Issues and options in language teaching. Oxford: Oxford University Press.
