Running Head: Implications of introversion on different domains of Language Learning 1

Implications of introversion on different domains of Language Learning; in terms of

reading, writing and spoken discourse on primary school students.

STUDENT NAME

SUBMITTED TO
Implications of introversion on different domains of Language Learning 2

Abstract

This study aims to see how introversion influences language learners when they improve

second-language comprehension skills; listening, reading, writing, and speaking. It has

been brought into question that incomparable learning environments, students from the

same or similar background experience and knowledge differ significantly in how

quickly those who pick up to reach proficiency in a language. This paper reviews the

findings of certain studies on this subject, as well as the perspectives of authors and

academics that have studied the impact of extrovert and introvert behavior on l2

acquisition. This complexity emerges from the combined impact of perceptual, affective,

emotional, personality, and other external influences on language learning. Various

theoretical and observational researches have looked into the effect of introversion on

learning languages; however, earlier studies have shown few definitive findings in terms

of introversion within the language learning process. To learn a second language, one's

personality is crucial. Personality is described as a set of distinct characteristics which

give a person's actions a sense of continuity and uniqueness. This research aims to have

more definitive findings in the field of introversion and language ability. The key goal is

to draw awareness to how students' personality differences, such as whether they are

extroverts or introverts, can influence their language learning process.

Implications of introversion on different domains of Language Learning 3

Introduction

Over the past, several different types of personalities have been introduced. However, in

second language learning studies, the traits of extroversion/introversion or risk-taking are

the most often studied (SLA). Skehan (1989) identifies three essential aspects of

language acquisition.

 Intelligence

 Risk-taking skill

 Extroversion/introversion

He further believes that the above two personality factors have an effective effect on

language learning, but also that risk-taking, along with extroversion-introversion, may be

linked to language learning.

The terms "extroversion" and "introversion" are being used to describe two different

personality types. Of course, everybody is either extroverted or introverted to some

extent, not in the same way. Extrovert characters are more sociable, whereas introvert

characters are quieter. The extrovert's behavior is seen as focused toward the outside

world, whereas the introvert's activity is seen as directed inward on himself or herself.

Introverts are reserved, prefer reading to meeting new people and conversing with them,

have a small number of close friends, and lack enthusiasm. Extroverts, in many other

words, are inspired from without but also their focus is directed outward. These are

individuals who seem to be at ease, optimistic, and have difficulty comprehending life

before they have seen it. This is because individual differences have varying degrees of

effect on all and have important implications for human thought, behavior, and
Implications of introversion on different domains of Language Learning 4

educational contexts. Even though learner variables including gender, age, and cultural

background; ethnicity and social motivation, and attitude; as well as public persona

variables including self-esteem and anxiety may all have an impact on Second language

processes and outcomes, only one aspect, personality type, will be investigated in this

review.

It's important to note that character trait is a significant factor in deciding individual

behavior; it influences how people react to stimuli and how they choose to think.

Regardless of the fact how the character has to be the most unique aspect of a person, it is

given less emphasis in Second - language research in the field of education than other

individual differences such as inspiration and aptitude. The lack of strong correlations

among personality styles, especially extroversion and introversion, as well as language

skills has been one of the potential causes.

Extroverts outperform introverts in speech abilities including short-term memory,

according to one psychological analysis. Furthermore, biochemical research shows that

extroverts vary from introverts such that extroverts are quickly bored in the context of

severe levels of external stimuli (and therefore search them out), while introverts are

frustrated by high types of behavioral stimulation (and therefore resist them). English-

language learners gain reading, writing, cognitive skills, hearing, and communicating in

their first language. Introverted students, according to Wakamoto (2000), could advance

effectively in second-language acquisition, improve their engagement in class, and learn

to socialize properly with native English speakers if they learned using the language-

learning skills that socially isolated students successfully are using in class.
Implications of introversion on different domains of Language Learning 5

Furthermore, the results of some personality factors research are focused on the premise

that students carry not just to their cognitive ability to the classroom, and also their

successful states, which affect how they learn another language. Consciousness, human

habitation, risk-taking, fear, empathy, and extroversion are listed as personality

characteristics by Brown (2000). Extroverts, according to many language learning

models, are stronger language learners because they are more socially adept, more likely

to form groups, and more likely to participate in exchanges within and without the

classroom. Extroverts who've been sociable and accessible to other individuals, according

to others, are more effective at studying languages than introverts. In terms of formal

research, however, assume that well enough and extreme introverts are often seen as

stronger learners.

Definition of Key Words:

The following definitions are provided in order to improve understanding.

Extrovert: An individual who is far more interested in what is going on around him than

in his or her feelings and opinions.

Introvert: An individual who is more worried with his or her feelings and emotions than

with external concerns. To put it another way, it involves being too shy to participate in

social events.

Performance: Individuals' actual verbal activity on specific days, memory deficiencies,

slipping of a tongue, or cognitive problems resulting from long or complicated systems

(Crystal, 2008)
Implications of introversion on different domains of Language Learning 6

Personality Factors: Some characteristics or characteristics are thought to differentiate

one pupil from another.

Language of Origin (NL): The native language, also known as the dominant language,

the mother tongue, or first language, is the first language that an infant knows (LI)

Second Language Acquisition (L2): Every language acquired after acquiring the LI,

whether that's the second, third, fourth, or fifth.

Acquisition of a Second Language (SLA): Second-language acquisition refers to the

process of acquiring a language other than one's native tongue after one's native tongue

has been mastered. This term is often used to describe the acquisition of a third or fourth

language. This L2 can be learned in a classroom setting, in a "normal" exposure scenario,

or in a combination of the two.

Literature Review:

A variety of experiments have been performed to examine and analyze how the learner's

disposition can affect his or her native speaker learning efforts. Personality, referring to

Wright and Taylor (1970), relates to the comparatively stable and lasting characteristics

of an entity that separate him from others while also serving as the foundation for our

assumptions about his future behavior. Child's (1968) concept of personality traits as just

about predictable internal variables that make certain person's behaviour reliable from

one time to the next and from one circumstance to another captures most of what

psychologists mean by personality. According to Peterson (1992), personality consists of

the following characteristics:

Implications of introversion on different domains of Language Learning 7

 It is an integral part of a person's identity – something he or she is, does, or owns.

When people enter a situation, they bring their identities with them and take them

with them when individuals leave.

 It is neurological- it tends to refer to an individual's behaviour, emotions, and

feelings rather than materialistic or status.

 It is composed of smaller units known as features, which when combined, form a

distinctive psychological signature.

The vast number of European learners makes up the majority of the English instruction

from standard classroom instructors, many of whom lack advanced experience in this

field. While all teachers might have undergone instruction to educate these students, only

about 3% have a degree in language growth (Banks & Banks, 2001). Teachers must be

aware of how classroom contact patterns affect second-language students' expectations

and engagement in classroom events. Classroom teaching aims to build a learning

experience that is conducive to both student learning and the acquisition of a second

language (Johnson, 1995).

Many influences, including intellect, language aptitude, inspiration, age, including learner

personalities, influence the Learning process (Skehan, 1989). The historical history of the

area of second language acquisition seems to have contributed to the lack of response

paid to literacy's position in classroom reading comprehension. The evolution and

subsequent inclinations in U.S. linguistic research have certainly colored the field, which

arose from linguistics. Even though there has been a propensity to treat writing as mere

speech written down since Aristotle's day, this is no longer the case (Olson, 1994).
Implications of introversion on different domains of Language Learning 8

Linguistics as a scholarly field in the United States has its roots in anthropology, with

language scholars' primary interest being the study of Native American languages

(Hymes, 1983). Shockingly, writing got very little interest in this study when so few of

these languages had writing systems. European post-structuralism theory, especially the

research of Saussure, affected the nascent field (Hymes & Fought, 1981). ‘‘Ability to

write is not part of the existing structure of the language," Saussure asserted vehemently

(de Saussure, 1986). ‘‘Writing is a relatively recent innovation for capturing and

transmitting what is spoken, rather than a part of the vocabulary." This viewpoint

assumes that literacy is dependent on spoken word, and also that texts are merely a means

of expressing and encoding spoken language, rather than a complementary or alternative

mode of representation (Urquhart & Weir, 1998). As a result of these factors, spoken

language has been the dominant or default language modality. Although subsequent new

skill thinkers have not supported or disrupted this position, they have often refused to

associate their ideas with either spoken or written language (Hughes, 1996; Sproat,

2000).

This work in curriculum first literacy research has had the effect of countering trait and

factor developmental interpretations of text processing and comprehension, as well as

emphasizing the social interactions that accompany text (Barton, 1994; Heath, 1996;

Smagorinsky, 1994). Heath (1983), for example, introduced the often-used concept of

literacy activities, stressing the face-to-face intercultural communication practices that

accompany the text, based on Hymes' work. The impact of this research has been very

different since classroom L2 experiments have pre-existing biases to conceptualize

conversation as invertible with spoken communication. Even in sociocultural-based

Implications of introversion on different domains of Language Learning 9

studies in foreign language classroom contact and learning, has contributed to the neglect

of literacy.

Many participants have stated in L2 experiments that extroverts and introverts vary from

one another. “Extroversion is considered as a factor having a beneficial impact on the

growth of L2 essential interpersonal skills,” as per Ellis (2008) since gregarious learners

are much more likely to communicate with other learners of the mother tongue.

Introspective learners, on the other hand, can benefit from the fact that it is easier for

them to study the L2 and thereby achieve higher-level cognitive educational linguistic

competence.”

Statement of Problem:

Individual variations in learning languages, according to Dörnyei (2006), are mostly

focused on critical reformation, with appearance, aptitude, inspiration, learning patterns,

and learning techniques becoming the most significant realms. As a result of its study of

changes in human attitudes, personality became one of the most significant subsets of

individual distinctions. It was impossible to observe the impact of personality (extroverts

vs. introverts) on students' writing classes when there wasn't anything to talk about.

Introverted learners can benefit from introspective learning. Introverts can learn target

languages more easily and improve higher-level cognitive academic language ability,

according to Zafar and Meenakshi (2011). Extrovert pupils are more interested in

classroom discussions, are less concerned with precision, and are more willing to take
Implications of introversion on different domains of Language Learning 10

chances with their words, both of which are advantages when it relates to oral

communication competence. Extroversion could play a significant role in the

development of language skills in other ways, but introversion, with its positive

association with mega-cognitive skills and their contribution to autonomy, maybe much

more important for the independent language learner.

The objective of the study:

Following are the objectives of this research paper;

 To study the demand for more association studies to strengthen the case for

clarifying the impact of personality on learning languages.

 It aims to highlight how students' personality differences, such as whether they

are extroverts or introverts, can influence the language acquisition process.

 This research aims to look at the interaction between extroversion and

introversion behavior styles, as well as a particular form of instruction called

feedback instruction.

 It's crucial to understand how pupils learn how to write in a second language, as

well as how they learn a second language by writing.

Research Questions:

This study will address the research questions based on the research purpose stated

above:

 Do introvert students perform well in “Listening Comprehension” than extrovert

students?

 Do introvert students rank better in “Use of English (Grammatical forms,

structure, and sense, etc.)” than extrovert students?

Implications of introversion on different domains of Language Learning 11

 How does personality affect language learning?

 How do the identities of students differ?

 Will these gaps affect students' ability to learn a second language?

Hypothesis:

 It is proposed that Language students with extroverted personalities take less time

to improve second-language skills than students with introverted lifestyles.

 Students personalities could be different

 There is a significant relationship between students’ personalities and their

linguistic performance.

Methods:

The aim of this research was to see whether there was a connection between introversion

personality styles and language proficiency. A survey (questionnaire) will be conducting

in order to understand the relation. However, while reviewing the results, there might be

an issue with certain students' incorrect answers. This paper may be classified as both

quantitative and qualitative analysis due to the analytical-descriptive aspect of the data

obtained.

Instructors’ Evaluation of Students’ Extroversion and Introversion

In contrast to the MBTI personality test, the method will contain an assessment of the

students' extroversion and introversion by the course teachers. For each session, two

separate course professors were chosen to assess participants' extroversion and

introversion.
Implications of introversion on different domains of Language Learning 12

The OOPT stands for oxford online practice test. It will be used to assess students'

competence in terms of linguistic skills and listening capacity. Oxford University Press

created this tool to provide a valid and accurate indicator of learners' language skills and

how they're used when communicating.

Significance of the Study:

The study's results are said to be important because they:

Professors: Extrovert introvert domain is a portal from which educators can control their

teaching, according to the knowledge gathered as a result of this report.

Students: Noting the significance of students' characteristics in the second language

learning process increases the likelihood of effective language acquisition.

Future Studies: Other research papers concerned with other personality traits that were

delimited in this report may use this as a case study.

Various theoretical and observational researches have looked at the effects of

extroversion and introversion on learning languages. However, since quantitative tests

and subscale explanations in various experiments differ, recent studies in regards to

extroversion and introversion in the language classroom have shown few definitive

findings. Despite disagreements among researchers, a theoretical and methodological

study on the subject of personality in learning languages has improved, allowing for

further study in this field. As a result, this research aims to have more definitive findings

in the field of extroversion and introversion as well as language output in EFL

environments.
Implications of introversion on different domains of Language Learning 13

Meanwhile, Carrell et al. (1996) argued that when performing research in this field,

learning environments, testing environments, teaching, and research methods must all be

taken into account. Wakamoto (2007) supports this idea, stating that the learning context

interacts with extroversion and introversion in the acquisition of language proficiency,

and that a better way to address the inconsistency problem in personality and language

learning research will be to “provide as much variety in the classroom as possible to

ensure that all personality types are catered to in some way.”

Extroverts used more adaptive and social-affective methods in learning languages than

introverts, according to the report. Extroverts preferred to concentrate on content rather

than type, a tactic that Brown has reported as a factor in L2 acquisition performance

(2001). More questions were answered by extroverts than by introverts. Wakamoto

suggested that extroverts are more likely than introverts to seek clarity, increasing their

odds of receiving crucial feedback for forming an interlanguage.

Ethical Consideration:

Participants were given information about their identities, levels, and the option to

participate in this study. It's worth noting that the specimens were chosen with caution.

They were the students that were thought to be punctual, conscientious, and trustworthy.

Conclusion:

In a nutshell, a variety of hypotheses and case studies show that personality traits have a

huge impact on how effective people are at learning a second language. Extroverts (or

unfailing and exiting people) learn a second language faster than introverts, according to
Implications of introversion on different domains of Language Learning 14

several reports (or shy people). This sheds light on the approach of learning a second

language. Extrovert students are more engaged in class discussions, are less concerned

with precision, and are more willing to take chances with their vocabulary, both of which

are advantages in terms of communicative oral skill. Extroversion, on the other hand,

may play a role in the growth of vocabulary knowledge, but social awkwardness, given

its positive association with giant skills as well as their contribution to independence,

maybe much more important for the independent language learner.

Finally, the in-depth examination of the dialogue and relationship of the two severe cases,

namely, an extrovert as well as an independent thinker, seems to reaffirm a few of the

SLA literature's general hypothesized discrepancies amongst various personality styles in

oral output and contact. In this sample, the extroverted student seemed to engage in more

involved and attentive engagement in the assigned evaluation assignment, indicating an

ability to collaborate as well as a proclivity to lead exchanges and ask provocative

questions. Introverts are more likely to be assertive, speak less and think more about it

before acting, prefer silence, and prefer to work alone or with either one two other

people. They are more passive than aggressive in their social interactions. Furthermore,

often introverted learners have a compulsion to produce grammatically correct sentences

with the a native-like accent. Introverts are thought to have features that are seen in some

elements of the native tongue. Even though introverts possess many of these traits,

extroverts outperform introverts in many areas, especially communication.

Implications of introversion on different domains of Language Learning 15

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