introverts speaking
202277284
An investigation into extraverts' and introverts' speaking anxiety in English classes
Seyyedeh Mina Hamedi Omid Akbari
53328584
An Investigation of the Extraverts Introverts Speaking Anxiety in English Classes
The present study aims at investigating the relationship between the extraversion level and speaking anxiety in the English as a Foreign Language (EFL) context on the one hand, and to testify the relationship between the extraversion degree and their speech fluency and speech accuracy, on the other hand. To this end, 60 advanced university students comprising 12 males and 48 females took part in the study at the quantitative phase, and 28 of them including 14 from the extraversion levels, and 14 from the introversion levels were observed on their oral performance at the qualitative phase. Based on Spearman's Rank Order Correlation using SPSS in the quantitative section, the findings revealed a strong negative correlation between the extraversion level and public speaking anxiety on the one hand, and a strong positive correlation between the extraversion degree and speech fluency in the qualitative phase on the other hand. Speech accuracy revealed not to have any significant correlation with the extraversion degree. Indeed, extraversion introversion seems to be one of the major personality differences that has grabbed the attention of the psycholinguists, in particular (Dornyei,2005) henceforth, it would be worthwhile to clarify the underlying characteristics of this construct to gain a more comprehensive view of this personality type indicator, respectively.
Seyyedeh Mina Hamedi
151450140
Enhancing the speaking skill in english of tertiary learners to bridge the personality differences between introverts and extroverts
R Suguna
195573407
Using Information Gap and Opinion Gap Tasks to Improve Introvert and Extrovert Learners' Speaking
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.
Hamid Marashi Razieh Naddim
210575130
The Effects of Working Memory, Intelligence and Personality on English Learners' Speaking Ability
This study explored the role of Working Memory (WM) introversion vs. extroversion personality types, and verbal and interpersonal intelligences in English as a Foreign Language (EFL) learners' speaking ability. In addition, the role of WM in extroversion/introversion personality was investigated. Sixty EFL learners participated in the study. They took a WM task, an intelligence and a personality test, and engaged in an oral interview. Results of the independent samples t test indicated that extroverts performed significantly better than introverts in the oral interview. In addition, results of the binomial logistic regression failed to show any role of WM in the likelihood of being extroverted or introverted. In addition, WM significantly predicted 33.4% of variation in verbal intelligence. Additionally, personality type, WM, and interpersonal intelligence significantly predicted 53.6% of variation in speaking ability, with personality (58.6% and WM (47.7% making the biggest contribution. These findings provide evidence on the role of personality and WM on learners' speaking ability.
The Journal of AsiaTEFL
Mohammad Nowbakht Ali Mohammad Fazilatfar
62797975
CREATIVITY VIS VIS SPEAKING AMONG EXTROVERT AND INTROVERT EFL LEARNERS
The study attempts to investigate the relationship between extrovert and introvert EFL learners' speaking skill and their creativity. For this purpose, 40 male introverts, 40 male extroverts, 40 female introverts, and 40 female extroverts were selected among a total number of 180 through their performance on the Eysenck's Personality Inventory. Subsequently, the Abedi Schumaker Creativity Test and a sample PET speaking test were administered to all 160 participants of the study. The Pearson correlation coefficient was subsequently used to check the correlation between speaking and creativity of each group of extrovert and introvert EFL learners. The results indicated that there was a significant correlation between each group's speaking and creativity. Furthermore, a linear regression was also run to check any predictability pattern. The findings demonstrated that each group's speaking predicted significantly their creativity.
Hamid Marashi Asal Amin Ranjbar
32210236
Vocal function in introverts and extraverts during a psychological stress reactivity protocol.
PURPOSE To examine the proposal that introversion predictably influences extralaryngeal and vocal behavior in vocally healthy individuals compared with individuals with extraversion and whether differences are of a nature that may support a risk hypothesis for primary muscle tension dysphonia. METHOD Fifty four vocally healthy female adults between the ages of 18 and 35 years were divided into 2 groups: introversion (n 27) and extraversion (n 27) All participants completed a psychological stress reactivity experiment. Before, during, and after the stressor (public speaking) participants were assessed on extralaryngeal muscle activity (surface electromyography: submental, infrahyoid; control site: tibialis anterior) perceived vocal effort, and vocal acoustics (fundamental frequency and intensity) RESULTS Participants in the introversion group exhibited significantly greater infrahyoid muscle activity throughout the protocol and during perceived stress than participants in the extraversion group. For both groups, perceived vocal effort significantly increased during stress, and acoustic measures significantly decreased. Infrahyoid muscle activity during the stress phase was significantly correlated with introversion and Voice Handicap Index scores but not with vocal effort scores. CONCLUSIONS The data provided evidence of distinct differences in extralaryngeal behavior between introverts and extraverts. The findings are consistent with the trait theory of voice disorders (Roy Bless, 2000)
Journal of speech, language, and hearing research JSLHR
Maria Dietrich Katherine Verdolini Abbott
145291771
The pedagogical utility of audio visual aids on extrovert and introvert Iranian intermediate EFL learners' speaking ability
This study explored the relationship between the use of audio visual aids to improve the speaking ability of Iranian intermediate EFL learners and their personality type; namely, introversion/extroversion. To this end, The Comprehensive English Language Test (CELT) was given to 250 students to homogenize the sample. Out of this, 120 students whose scores fell one standard deviation above and below the mean were regarded as intermediate. Having found the homogeneous participants, the Eysenck Personality Inventory (EPI) was given to them, through which 60 introverts and 60 extroverts were selected as the main participants. The selected participants were interviewed and rated by three native like speaker raters and after the treatment the same raters evaluated the interviewees. The obtained results through a two way ANOVA indicated that there was a statistically significant difference between extroverts and introverts in terms of audio visual aids, but the difference was not that prominent and, therefore, it cannot be recommended as an operational pedagogical factor. It can also be concluded that the extroverts were generally better at speaking than introverts; however, there again the difference was not statistically noteworthy.
Ramin Vaezi Reza Biria Nazli Azodi
121583368
Extrovert and Introvert Learners' Attitudes and Preferences for Error Correction in Speaking
This study compares and contrasts extrovert and introvert learners' attitudes toward errors and their preferences for the necessity, time, and correction techniques along with their preferences for the person who should correct and the types of errors corrected in speaking. Generally, unlike introverts, the extrovert learners have a positive attitude toward errors. The participants want all their errors corrected. As to the time of correction, delayed correction is the most preferable, with postponed and immediate correction following it. Clarification requests are the most preferable correction techniques, with recasts, and repetition techniques coming next, respectively. The participants believe that teacher correction is the most preferable, with self correction following it closely. Peer correction is given the least preference. The students believe that errors of word choice and pronunciation should be given the highest attention, while grammatical errors should not be emphasized in speaking.
Teymour Rahmati Kelahsarayi
234311277
PENGUATAN EFIKASI DIRI PADA PRIBADI INTROVERT
This article aims to explain the concept of strengthening self efficacy in individuals who experience personal introverts through a community approach. The offer of the concept of activities designed by the supervisor by reaching out to intellectual, humanist and religiosity activities by emphasizing three main aspects of the individual namely cognitive, effective and psychomotor. Whereas in self efficacy, increasing activities are needed: positive experiences (Mastery experience) other people's experiences (Vicarious experience) verbal persuasion and physiological and emotional states. Then the supervisor's offer to improve introverted individual selfefficacy is; Effective communication training activities and public speaking training, Creating live maps and presenting live maps, Community service activities or social services, Regular Community meetings, and My Forum sharing activities
Lukmannul Hakim