RESEARCH PROPOSAL

EXTROVERSION AND INTROVERSION: THE STUDY

REVEALING THEIR IMPACT ON L2/EFL

PROFICIENCY

1
 Contents

1-Introduction 1

1.1 Statement of the Problem

1.2 Purpose of the study

1.3 Significance of the study

2-Literature review
4
2.1 Extroversion and Introversion in Psychology

2.2 Introversion and Extroversion in Neurobiology

2.3 Introversion and Extroversion research in applied linguistics

2.2 Research Questions

2.3 Hypotheses

3-Pilot Study 12

4-Research Methodology 13

4.1 Type of Research

4.2 Sampling/Participants

4.3 Departments

4.4 Instruments

4.5 Data Collection Procedure

4.6 Data Analysis Techniques

5-Results and Findings 16

6-Suggestions 16

Bibliography 18

2
List of Abbreviations

SIL Summer Institute of Linguistics

IDs Individual Differences

L2 Second Language

EFL English as a Foreign Language

EXT-INT Extroversion-Introversion

EPQ Eysenck Personality Questionnaire

TOEFL Test Of English as a Foreign Language

IELTS International English Language Testing Service

SPSS Statistical Package for the Social Sciences

3
 Chapter One

Introduction

According to SIL Ethnologue (2006), the total number of known living languages in
the world is 6,912. There is hardly any country in the world with single language
exercised by its inhabitants as a means of communication; hence, bilingualism and
multilingualism are remarkable prevalent linguistic phenomena that arrest various
researchers interest. Pakistan has a variety of indigenous languages such as: Urdu,
Punjabi, Siraiki, Sindhi, Pashto, Balochi, Brohvi, Kashmiri, Gojri, Pahari, Kalami,
Kalasha, Shina, Khwar, Torwali, Hindko etc. English language being truly Lingua
Franca of the world retains enormous economical, political, instructional, academic,
judicial and official implication in Pakistan.

In the same/identical pedagogical setting, we often observe that individual learners

while learning English as a second/foreign language exhibit individually different
performance. The major cause of this phenomenon is learners IDs. Every learner
being a distinguishable and distinctive entity has his own personality, cognitive
structure, learning style and strategical preferences.

In the topic of second language (L2) acquisition within the domain of applied
linguistics, there is a remarkable plethora of individual learner variables explored by
eminent scholars (Altman, 1980; Skehan, 1989; and Larson Freeman & Long, 1991;
Ghani, 2003). These IDs variables range on the same continuum from motivation,
learning styles tending to be relatively mutable (Berwick and Ross,1989; Thomas and
Harri-Augstein,1990) to age, sex, aptitude and personality traits (extroversion,
introversion, neuroticism) which are more likely to be stable and permanent.

The present study conceptualizes a research project that intends to investigate the
cause and effect relationship between extroversion dimension and L2 proficiency. The
research in personality has many ramifications through the disciplines of psychology,
biology, medical science, neurolinguistics and applied linguistics. Cambridge
Advanced Learners Dictionary defines personality, as a psychological term, in the
following words:

1
 Personality: The type of person you are, which is
shown by the way you behave, feel and think.

Extroversion has been the unloved variable in applied linguistics research (Dewaele &
Furnham, 1999) but simultaneously is most significant trait of personality. Extroverts
are usually active, aggressive and assertive, while in contrast introverts are prone to
be reticent, reserved and shy. What impact this behavioral pattern has on L2/EFL
acquisition/learning has particularly been examined and the construct of extroversion
is perhaps the most popular one (MacIintyre & Charos, 1996) both in theory
enunciation and research projects. The results of these studies have considerably been
controversial. Given the conclusions and beliefs that extroversion may have
progressive or regressive effect in second/ foreign language skills Stern (1983, p.79)
maintains, may be half-truths but they provide the stimulus for systematic
investigations. This stimulus provides an essential motive for embarking on this
study in discussion.

1.1 Statement of the Problem

The students in Pakistan have to face many problems in English language learning.
Second language learning is not an easy task and the situation aggravates when it is a
foreign language and its culture, thinking patterns and syntactic structure is totally
different from the native ones. Apart from others, individual differences are a major
cause of variance in English language learners, and discrepancy in personality traits is
one of them. This is the need of hour that in this area a research must be done in
Pakistan. Personality is dichotomized into extroversion and introversion. The study of
these types retains great importance in the solution of academic issues.

Extroverts readily develop interpersonal intelligence which help them make new
friends easily, demonstrate leadership ability, and they ostentatiously work effectively
in collaboration with others in groups. That is why they are encouraged and
appreciated everywhere but infect they are not necessarily better in language learning
and academic achievement than introverts. On the other hand, introverts develop
intrapersonal intelligence such as deeper awareness of feelings, meditation and
contemplation. Both types of children/adults have intelligence but it is generally
observed that in the matter of introverts, their teachers and peers both consider them

2
as simplistic, nave, dull, melancholy or indifferent to others. As Brown (1973) says,
it is a common belief among teachers in general, that introversion is an undesirable
behaviour. But these beliefs do not present true picture. On doing the systematic
study the facts might be substantially different.

1.2 Purpose of the study

The personality variables have long been neglected in applied linguistic research. The
few studies launched in this field suffer various types of deficiencies. Due to a
number of methodological impairments no generalization out of these research
findings could and can be possible. Regarding this issue Gass and Selinker (2001:361)
projected their views.
Evidence has been given in support of the advantages of both extroversion
and introversion. It is probable that there is no correct global answer. The
likely solution is that extroversion is beneficial for certain tasks and certain
methods of language teaching, whereas introversion is beneficial for others.
The task of researchers is to determine what the precise patterns are

In the light of aforementioned arguments the present study intends to pinpoint the
learners individual differences in general and the two characteristics of personality
variance i.e. extraversion and introversion in particular. The study aims to probe the
psychological and neurological bases of these specific behavioral patterns. This study
will examine different models and theories presented by personality theorists dating
from Greek philosophers (400 BC) to George Boeree 1(2006). The study intends to
determine as to what type of effect the two variables of extroversion and introversion
have on English language adult learners in Pakistani universities.

1.3 Significance of the study

1. There is no single study in Pakistan which has investigated the relationship between
extroversion-introversion and SLA in general and EFL in particular. The studies
(Rosier, 1976; Naiman et. al., 1978; Kiani, 1998; Dewaele and Furnham, 2000)

1
Dr. C. George Boeree is a professor in Psychology Department at Shippensburg University where he
teaches personality theories and the history of psychology (among other things). He has specialized in
the philosophical side of psychology, and has particular interests in phenomenology, existential
psychology, Buddhism, and moral development. He has created an electronic textbook ("e-text")
(2006) for the courses in Personality Theories including his own personality theory, Perspectives
Theory

3
conducted so far have deficiencies in that they didnt encompass EFL efficiency in
every respect (oral, vocabulary, syntax, writing skills, etc.). In this respect this study is
comprehensive and innovative. In addition, it addresses the desideration of
microethnographic research in this region.

2. Such type of study assumes great significance in Pakistani social milieu because
first personality traits are culture-bond (Eysenck & Eysenck 1985; Brown, 1987;
Cook, 1993) and secondly no such study has yet been conducted in Pakistan. In
addition, the findings of this specific research will ultimately contribute in forming a
comprehensive model of language learning and/or language acquisition in future.

3. In certain previous studies the results do not denote a precise pattern of the
relationship between extroversion and L2 learning. Moreover, some of the studies had
methodological problems (Skehan, 1982). Consequently, Skehan (1989, 1991) and
Gass & Selinker(1994) urged researchers to make endeavours afresh. This study
responds to this necessity.

4. The findings of this study would be beneficial and a source of assistance for the
applied linguists, educationists, psychologists and personality theorists in future.

Chapter Two

Literature review

2.1 Extroversion and Introversion in Psychology

One general psychological definition for personality is all of those relatively

permanent traits, dispositions, or characteristics within an individual that provide
some measure of consistency to that individuals behaviour and affective experiences
(Macris, 2000).

Sigmund Freud first employed the terms introvert and extrovert in psychology. The
terms refer to mental activity and inclination towards the outer world. In the
extroverted attitude the energy flow is outward and the preferred focus is on the

4
people and objects, whereas in the introverted attitude the energy flow is inward and
the preferred focus is on thoughts and ideas. The following are some of major works:

2.1.1 Sigmund Freud (1856 1939)

Sigmund Freud was an Austrian neurologist and the founder of the psychoanalytic
school of psychology. Sigmund Freud (1923) theorizes that the nervous system of an
organism constitutes an entity (Id) which works under the pleasure principle. Every
human as an organism has two instincts or drives: of life and of death. According to
his theory, the instincts of life perpetuate the life of the individual by motivating him
to seek pleasure (food, drink, sex). Such motivational energy is called Libido. His
theory says unconscious motives determine much of behaviour. Unconscious thoughts
and memories including sexual and aggressive ones are the major source of neurosis
and neurosis is the mainstream in determining someone as introvert or extrovert.
Dividing unconsciousness into three parts, Sigmund Freud also presents his famous
theory of id, ego and superego.

2.1.2 Carl Gustav Jung (18751961)

Carl Gustav Jung was a great psychologist, psychiatrist and psychoanalyst. He was a
stanch believer in dichotomy of social phenomena or the integration of opposites e.g.
masculine and feminine, thinking and feeling, perception and judging, science and
spirituality etc. In psychology, besides introducing many concepts such as archetype,
collective unconscious, the complex and synchronicity he posited the theory of
personality types in terms of opposite attitudes to the world namely extroversion and
introversion(1976: pp. 499-509). Jung kept developing this theory in various forms
over a period of more than twenty years. In his theory, the terms extraversion (spelled
so by Jung) and introversion are said to be interrelated with four primary modes of
experiencing the world: thought, feeling; sensation and intuition. Jung said Type
references are inborn and not socially constructed. In addition, there are four
psychological functions in Jungs model. Thinking and feeling are rational functions;
sensation and intuition are perceptive functions. Further description is as follows.
Sensation is the perception of facts.
Intuition is the perception of unseen.
Thinking is analytical and deductive cognition.

5
 Feeling is synthetic and all-inclusive cognition.

2.1.3 Eysenck Theory of Personality

Eysenck (1972; 1975) contributed a lot in the field of personality theories. He initially
conceptualized personality as two, biologically-based categories of temperament:
Extraversion/Introversion and Neuroticism/Stability. Subsequently, his theory
postulated five major traits of personality corresponding to each category of his
questionnaire (1972). Furthermore, his arousal theory was a step towards seeking the
biological base of extraversion/introversion. Eysenck noted that in introverts some
parts of the brain are very sensitive to arousal and are easily overstimulated, inducing
them to prefer quiet surroundings and calm situations. In contrast, the extrovert can
tolerate a higher level of cortical arousal and thus they keep looking for social
interaction and exciting situations for stimulation.

2.1.4 Temperament: Keirsey Temperament Sorter

A Greek philosopher Hippocrates proposed four humours: blood, phlegm, yellow bile
and black bile which brought about different temperaments. Later on, in 1978, David
Kiersey and Marilyn Bates reintroduced temperament theory in modern form and
named them Guardian, Artisan, Idealist and Rationalist. Kiersey presented, after
developing MBTI, Kiersey Temperament Sorter in the book Please Understand Me
(1998).

2.1.5 Myers Briggs modal of personality

The Myers Briggs modal of personality (Briggs Myers, 1994) focuses on how you
prefer to behave not how you actually behave. This model of personality is based on
your preferences.
1. Where, primarily, do you direct your energy?
2. How do you prefer to process information?
3. How do you prefer to make decisions?
4. How do you prefer to organize your life?

2.1.6 MBTI

6
The Myers-Briggs type indicator (MBTI) (Briggs Myers, 1994) is a psychological test
which aims at identifying the subjects personality preferences. MBTI was developed
by Katherine Briggs and Isabel Myers and it was based upon Jung theory of
psychological types. The test is frequently used in pedagogy, employees training,
personal development, leadership, training etc. The types shown by MBTI are:
extroversion, introversion; sensing intuition; thinking, feeling and perceiving, judging.

Extroversion Introversion
social private
expressive quiet
many few
broad deep
interaction concentration
outward inward
action before thought thought before action

Sensing Intuition
facts possibilities
experience novelty
present future
practicality aspiration
enjoyment development
realism idealism
using changing

Thinking Feeling
analyzing sympathizing
objective subjective
logical personal
criticism appreciation
onlooker participant
7
decides on principle decides using values
long term view immediate view
 Judgment Perception
close open
decide explore
structure meander
organize inquire
firmness flexibility
control spontaneity

2.1.7 Creativity; Mihaly Csikszentmihalyi

Mihaly Csikszentmihalyi (1996) posited ten traits of personality in the book Flow. He
claimed that introversion and extroversion are two extreme points of two opposite
dimensions on the same continuum. Usually we harbour on one or the other. In
psychological research introversion and extroversion are generally considered the
most stable personality traits. Yet creative people seem to lean towards both traits at
the same time.

2.1.8 Introspection and Extrospection

In cognitive psychology, the terms introspection and extrospection are reciprocative to
introversion and extroversion respectively (Schultz, D.P. & Schultz S.E., 2004).

2.2 Introversion and Extroversion in Neurobiology

2.2.1 Introversion and Extroversion and the Brain
The research in extroversion and introversion, to investigate its biological bases, has
also been conducted in the fields of neurobiology, neurophysiology and medical
science. Krimgold (2002c) describes in his article that Richard Depue and Paul

8
Collins, professors of psychology at Cornell University and University of Oregon,
define extroversion as having two pivotal characteristics: interpersonal engagement
and impulsitivity. They also closely link extroversion to positive effect that includes
general positive feelings and motivation. Furthermore, extroverts are more sensitive to
reward than punishment whereas introverts are more sensitive to punishment than
reward.

According to Depue (1999), when our dopamine system is activated we are more
positive, excited and eager to go after goals or rewards such as food, sex, money,
education or professional achievements. In their article Neurobiology of the Structure
of Personality: Dopamine, facilitation of Incentive motivation and extraversion Depue
and Collins argue that there is a strong case for a neurobiological basis of extraverted
behaviour because it closely resembles a mammalian approach system based on
positive incentive motivation which has been studied in animalsDrugs like cocaine,
alcohol or prozac all affect these processes also and the degree of extroversion. They
can artificially correct an ineffective dopamine system make someone feel more
sociable or motivated to pursue a goal. Impulsitivity, which is assigned to extraversion
in its hyper situation, can cause attention deficit, pathological gambling, kleptomania,
self-motivation and sexual impulsivity.

Modern medical and neurobiological research says that introversion is induced by

some type of damage to brain which occurred genetically before birth or by social
rejection or recurrent frustration and some other factors after birth.

In their article in the Journal of Psychiatric Research, Janowsky, Morter and Hong
relate novelty seeking and impulsivity to increased risk of suicidality and they
correlate depression with an elevated degree of introversion. Research has indicated
that introversion decreases as depression improves and continued introversion is
associated with increased risk of relapse into depression. An interesting question
arises whether these traits of extroversion and introversion are genetic or
environmental and to what degree. Depue claims that these traits are likely to be
derived 50-70 percent genetically (also Mintzer, 1999). Furthermore, he claims that
social rejection and respective environment also has great impact on these traits.

9
2.3 Introversion and Extroversion research in applied linguistics
A few research studies have been conducted so far in this field to specify and
determine the role of personality traits in general and that of extroversion
introversion in particular in language learning. Here are some names out of
those researchers:

Smart et al., (1970)

Rossier, (1976)
Naiman. et al., (1975;1978)
Swain Burnaby, (1976)
Strong, (1983)
Berry, (1993)
Astike et al., (1996)
Kiani, (1998)
Natsumi, (2000)
Daele, (2005)

Rosier (1976) revealed a positive relationship between extroversion and oral fluency.
He managed his research on Spanish speaking adolescents learning English as a
second language by applying a pictorial stimulus test. Naiman et al. (1978) found no
worthwhile relation between extroversion and listening comprehension. Busch (1982)
researched Japanese students acquiring English as L2. His findings show that
introverts are better in reading and grammar, whereas extroverts are prone to be better
in oral skills. Ely (1986) found no correlations with extraversion. Dewaele (1995b,
1996b, 1998) and Dewaele and Furnham (2000) found positive correlation between
extraversion scores (EPI) and the participants utterance length and speech rate in
speaking skills. Concerning semantic aspect of language Dewaele and Furnham
(2000) reported a negative correlation between extraversion and semantic accuracy in
formal situation.

All of the above studies could not establish the interactional effect of extroversion or
other contextual variables on L2 proficiency (in each skill and overall) and none of
them succeeded to present any clear-cut generalization. In this connection Gass &

10
Salinker (1994) evoking researchers to work on the issue proclaimed that no clear
pattern had been shown by the few studies practiced in the field.

Kianis (1998) research labeled as, Extraversion and Pedagogical Setting as Sources
of Variation in different aspects of English proficiency is a relatively comprehensive
work. He coducted the study on 237 Iranian postgraduate students in indifferent
pedagogical settings in respect with language exposure/instruction. His study
concluded, Both pedagogical setting and test method are significant factors in the
way in which extraversion may link with English proficiency. However, Kiani
emphasized the role of pedagogical setting and test methods in determining the
relationship between extroversion and English proficiency but the study could not
make any clear-cut generalization. Another limitation of this study was including only
three females among 237 participants (the rest of them were males).

11
Natsumi (2000) conducted his research on personality variables. The title of his thesis
was "Language Learning Strategy and Personality Variables: Focusing on
Extroversion and Introversion." He describes, Although certain personality
traits of students may be invisible to teachers, individual differences are
nonetheless important for language learning. He conducted his research on
254 Japanese college students learning English. The major purpose of this
study was to identify differences in LLS most typically used by extroverted
and introverted learners. Two different self-report questionnaires were given.
The purpose of first questionnaire was gathering information on human
character focusing only two variables extroversion vs. introversion. The
second questionnaire was given to observe what types of LLS the students
were using for learning English. The results from the study show that
extroverts preferred functional practice strategies, where the focus of the
practice is on actual language use and not on grammatical form or accuracy.
Given the introverts, the study could not determine any preferred LLS. In this
connection Wakamoto explains that self-report questionnaires have
limitations. Thus the data collection method affects the results. Wakamoto
suggests that introverts might be trained in strategies used by extroverts and
the instructor carefully consider students personality traits when forming
learning groups in the classroom. Furthermore, he emphasizes that further
research is needed.

Daele (2005) conducted research on only 25 participants who were Dutch speaking
secondary school students learning both English and French as foreign languages. He
used the Eysenck Personality Questionnaire (EPQ) RSS to measure the degree of
extroversion. The study was limited to oral proficiency in target language. Contrary to
its hypotheses the study concluded that, extraversion has little effect on the oral
speech production.
2.4 Research Questions
Having taken a brief review of related literature a plenty of questions strike our mind
such as: whether this dichotomy of personality traits occur exactly in the way as is
described in sundry theories? What is the psychological and biological base of this
diversity? How do these traits affect the language learning process and linguistic

12
outcomes? Comparing female to male learners who are more extroverts or introverts?
What impact has the different amount of exposure/ pedagogical setting on language
output? In which skills of L2 are the extrovert learners better than the introvert ones
and vice versa? What effect has EXT-INT on overall L2 proficiency?

2.5 Hypotheses
The present study aims at finding satisfying answers to aforementioned questions. In
the light of preceding review and questions, we have designed the following
hypotheses.
1. Correlational Hypotheses
(I) Extrovert learners being sociable and outgoing have advantageous
performance in L2/EFL proficiency.
(II) Introverts being more idealist and reserved gain better achievement in target
language proficiency evaluation tests.
2. Directional Hypotheses
(I) The more extrovert a learner is, the more proficient he would be in L2/EFL.
(II) Or, in contrast, the more introvert a learner is, the more competency he has in
L2/EFL.
3. Null Hypothesis
There is no relationship between extroversion-introversion (independent
variables) and L2/EFL Proficiency (dependent variables).

Chapter Three
Pilot Study
Pilot studies are a crucial element of a good study design. Pilot study refers to the
small scale study prior to full scale study (Polit et al., 2001). The purpose of
conducting such kind of study is to confirm the feasibility of the overall process of
data collection. In addition the pilot study can function as pre-testing for a specific
research instrument (Baker 1994). In the words of De Vaus (1993), "Do not take the
risk. Pilot test first." Hence, we have included a miniature scale pilot study in the
research design of the present study. This Pilot Study would be conducted on 50
participants.

13
 Chapter Four

Research Methodology

4.1 Type of Research

Skehan (1989) presents two general approaches to the study of IDs: hierarchical
approach and concatenative approach. The former one is based on the principal of
theory-then research. He notes that this approach has relatively been little used in IDs
research due to shortage of elaborated theories in IDs. The latter one is based on the
principle of research-then theory. It commences with the identification of a general
research question. Along with following this approach the study adopts quantitative
research method in which, in contrast to qualitative research method, the dependent
and independent variables are clearly identified before launching the study.
Quantitative research includes experimental, quasi-experimental, correlational and
survey methods. The present study relates to correlational methods that admit of
comparisons of the same group of people with two different characteristics.
Correlational studies identify the relationship between two variables. In addition,
these variables occur naturally in the subjects and cannot be manipulated. Keppel,
Saufley, and Tokungu (1992) suggest the variables be labeled as X (=independent
variables) &Y (=dependent variables). Hence, in this study X are EXT-INT and Y are
L2/EFL Proficiency.

4.2 Sampling/Participants
Following the Golden Rule of sampling the more similar the group, the stronger the
population validity and generalisability of findings, the study would take the
participants through stratified random sampling. The participants, 250 in number,
including both male and females ranging from 18 to 28 of age, would be selected
through stratified random sampling out of postgraduate students learning English as a
second and foreign language at The Islamia University of Bahawalpur.

4.3 Departments
The participants would be selected from these departments.
1-Department of English
2-Department of Education

14
3-Department of Mass Communication
4-Department of Computer Science

4.4 Instruments
(I) To measure the participants degree of extroversion or introversion the study would
use the Eysenck Personality questionnaire EPQ (1972; Eysenck, 1975; Eysenck,
Eysenck & Barrett, 1985) /RSS (Eysenk & Eysenck, 1991). For some last decades,
restandardised, back translated or abridged forms of EPQ have been used in
psychology and applied linguistics research (Kiany, 1998; Siska van Daele, 2005).

(II) To measure the learners proficiency some suitable parts from TOEFL; IELTS will
be used. Apart from these tests, a cloze test will also be given to the students. The
American TOEFL (test of English as a foreign language) and IELTS are being widely
used to assess the learners proficiency in English language. TOEFL is said to be a
general English proficiency test (Alderson, 1988) and IELTS evaluates both
proficiency and EST. A specific commonality of these tests is that they measure the
four skills of language. Cloze test, a test of reading comprehension, is used for
diagnosing reading ability. When preparing a cloze activity, words are omitted at set
intervals, such as every 5th or 7th word from a prose passage and the reader is
required to fill in the blanks. A word bank may or may not be provided; synonyms for
the omitted words may or may not be accepted.
Interview is also a useful instrument in social research because it offers the advantage
of providing researchers with a large amount of information quickly (Marshall &
Rossman, 1994). So, this study involves participants also for interviewing. The
interviews will be scheduled in advance, and will be recorded (with the permission of
the participants).

4.5 Data Collection Procedure

The study, being of longitudinal type, would be realized by collecting data within the
period of one year and in two phases. In the first phase subjects level/degree of
extraversion-introversion would be measured with the means of Eysenck Personality
questionnaire EPQ (1972; Eysenck, 1975; Eysenck, Eysenck & Barrett, 1985) /RSS

15
(Eysenk & Eysenck, 1991). With the interval of ten days this process would be
repeated to confirm the reliability of the questionnaire. According to Eysencks
hierarchy personality has many types. The category A of EPQ deals with the first type
of personality. Each type has several traits. Likewise category A has seven traits:
activity, sociability, risk-taking, impulsiveness, expressiveness, reflectiveness and
responsibility. Every page/part of the questionnaire consists of 31 questions having
three options as answer: yes, maybe, no. Each question scores one, half or zero points.
For every page/part score scale has 31 grades in accordance with score. The norm on
the trait is between 16-17 points (a statistical approximation). Both ends of the scale
represent the degree of extremity on the dimension identifying presence or non-
presence of the trait. The higher one scores in EPQ the more one tends towards the
extraversion personality trait. In theory an introvert will score 0-16 and an extrovert
will score between17-31. Those who score 16/17 form averages on this dimension
and according to Dawaele & Furnham (1999: 512-513) these people will share
characteristics of both extroverts and introverts and they are sometimes labeled
ambiverts.

In the second phase the research design has been planned to measure the subjects
level of proficiency in L2/EFL. Their level of proficiency would be measured through
some pertinent parts from TOEFL, IELTS and a cloze test, institutional test and/or
oral interview which cover all the perspectives and skills of language learning. This
Process will be recapitulated second time and might be third time, if necessary, with
the interval of six months to observe the individual progress in target language
proficiency. This aspect differentiates the present study from the previous ones in that
they were mostly cross-sectional in design, whereas this study incorporates also the
longitudinal perspective so that it can be established weather the effect of
extroversion-introversion remains constant over time or not.

4.6 Data Analysis Techniques

The data would be analyzed by using apposite data analysis techniques with the help
of SPSS Program.

16
 Chapter Five

Results and Findings

The following results and findings are expected through this study:
1. The ratio of extroverts is greater among boys than girls.
2. The ratio of introverts is greater among girls than boys.
3. Extroverts are better and more fluent in only one aspect of EFL, that is, oral
proficiency.
4. Whereas introverts are more proficient in other skills, i.e. reading, writing,
listening.
5. Introverts are better in overall L2/EFL proficiency.
6. Vocabulary acquisition is better in introverts.

Chapter Six

Suggestions
In the light of findings of this study the researcher would like making the following
suggestions:

1. The findings of this study would be beneficial for the administration officers
in Education Department. In the light of these findings, they can get the real
difficulty of learners and educators both.

2. The study will assist English teachers to understand the real nature of learner
IDs generally and that of extroversion and introversion especially. It will
improve their performance in classrooms.

3. Through the findings of the study, syllabus designers would seek insight to
accommodate the needs of individual learners. And policy makers can
consider these findings to enhance the outcome of academic/pedagogical
exertion.

17
 Bibliography

Brody, N. & Ehrlichman, H. (1997). Personality Psychology: The Science of

Individuality. Prentice Hall.
Jung, C. G. (tr. 1923, repr. 1970). Psychological Types.

18
 Levonian, E. (1970). Student personality and academic achievement,
Personality, 1, 2529.

Extroversion and Introversion. The Columbia Encyclopedia. Sixth Edition

2006
Eysenck, Hans, J., and Michael Eysenck. (1985). Personality and Individual
Differences. New York: Plenum Press.
Kawakami, N., Takai, A., Takatsuka, N., Shimizu, H. (2000). Eysenck's
personality and tobacco/nicotine dependence in male ever-smokers in Japan.
Addict Behav; 25
Parks, K. R. (1984). Smoking and the Eysenck personality dimensions: An
interactive model. Psychol Med, 14, 82534.
Depue, R. A. & Collins, P.F. (1999). Neurobiology of the structure of
personality: Dopamine, facilitation of incentive motivation, and extraversion.
Behavioral and Brain Sciences, 22, pp 491571, Cambridge University Press.
Briggs, S. R. (1989). The optimal level of measurement for personality
constructs. In: D. M. Buss and N. Cantor (eds.), Personality psychology:
Recent trends and emerging direction, pp. 246260. New York: Springer-
Verlag.
Busch, D. (1982). Introversion-extraversion and the EFL proficiency of
Japanese students. Language Learning, 32 (1), pp. 109132.
Costa, P.T., & McCrae, R. R. (1985). The Neo Personality Inventory Manual.
Odessa, FL: Psychological Assessment Resources.
Conway, A. R. A., Cowan, N., Bunting, M. F., Therriault, D. J., and Minkoff,
S. R. B. (2002). A latent variable analysis of working memory capacity, short-
term memory capacity, processing speed, and general fluid intelligence.
Intelligence, 30.
Costa, P.T., & McCrae, R. R. (1992a). Four ways five factors are basic.
Personality and Individual Differences, 13, pp. 653665.
Dewaele, J. M., and Furnham, A. (1999). Extraversion: The unloved variable
in applied linguistics research. Language Learning, 49 (3), pp. 509544.
Ellis, R. (1994). The Study of Second Language Acquisition. Oxford: Oxford
University Press.

19
 Ellis, R. (1990). Instructed Second Language Acquisition. Oxford: Basil
Blackwell.
Funder, D.C. (2001). Personality. The Annual review of Psychology, 52, pp.
197221.
Ely, C.M. (1986). An analysis of discomfort, risk taking, sociability and
motivation in the L2 classroom. Language Learning, 36 (1), pp. 125.
Eysenck, H. J. (1967). The biological basis of personality. Springfield:
Thomas.
Eysenck, H. J. (1992a). Four ways five factors are not basic. Personality and
Individual Differences, 13, pp. 667673.
Eysenck, H. J. (1992b). A reply to Costa and McCrae: P or A and Cthe role
of theory. Personality and Individual Differences, 13, pp. 867-868.
Eysenck, H. J. (1994). Personality: Biological foundations. In: Vernon, P.A.
(ed.). The neuropsychology of individual differences. London: Academic
Press.
Eysenck, H. J. and Eysenck, S. B. G. (1985). Personality and Individual
Differences. Newyork: Plenum.
Eysenck, H. J., and Eysenck, S. B. G. (1991). Manual of the Eysenck
Personality Scales (eps Adult). London: Hodder & Stoughton.
Eysenck, M. W. (1981). Learning memory and personality. In: Eysenck, H. J.
(ed.). A model for personality, pp. 168209. Berlin: Springer Verlag.
Funder, D. C. (2001). Personality. Annual Review of Psychology, 52, pp. 197
221.
Gifford, R. and Hine, D. W. (1994). The role of verbal behaviour in the
encoding and decoding of interpersonal dispositions. Journal of Research in
Personality, 28, pp. 115132.
Hicklin, J., and Widiger, T. A. (2005), Similarities and Differences among
Antisocial and Psychopathic Self-Report Inventories from the Perspective of
General Personality Functioning. European Journal of Psychology, 19, pp. 325
342.
Pervin, L. A. (1994). A critical analysis of current trait theory. Psychological
Inquiry, 5, pp. 103113.

20
 Gray, J. A. (1970). The psychophysiological basis of introversion-extraversion.
Behavior Research and Therapy, 8, pp.249266.
Gray, J. A. (1981). A critique of Eysencks theory of personality. In: H. J.
Eysenck (ed.). A model for personality. Berlin: Springer-Verlag.
Gray, J. A. (1991). Neural systems, emotion and personality. In: Madden, J.
(ed.). Neurobiology of learning, emotion and affect. New York: Raven Press.
Ramsay, R.W. (1968). Speech patterns and personality. Language and Speech,
11, pp. 5463.
Siegman, A., and Pope, B. (1965). Personality variables associated with
productivity and verbal fluency in the initial interview. In Compton, B. (eds.).
Proceedings of the 73rd Annual Conference of the APA. Washington, DC:
American Psychological Association.
John, O. P., & Srivastava, S. (1999). The Big Five trait taxonomy: History,
measurement, and theoretical perspectives. In: Pervin, L. A., and John O. P.
(eds.), Handbook of personality: Theory and research 2nd ed., pp. 102138.
New York: Guilford
MacIntyre, P.D. & Charos, C. (1996). Personality, attitudes, and affect as
predictors of second language communication, Journal of Language and
Social Psychology, 15 (1), pp. 326.
Siegman, A.W. (1987). The tell-tale voice: Nonverbal messages of verbal
communication. In: Siegman, A.W. and Feldstein, S. (eds.). Nonverbal
behaviour and communications, pp. 351434. Hillsdale, NJ: Erlbaum.
Skehan, P. (1989). Individual differences in second-language learning.
London: Edward Arnold.
Tapasak R. C., Roodin P.A., & Vaught G.M. (1978). Effects of extraversion,
anxiety, and sex on children's verbal fluency and coding task performance.
Journal of Psychology, 100, pp. 4955.
Jung C. G., Baynes, C. F. (1928). Contributions to Analytical Psychology.
London: Routledge & Kegan Paul.
Eysenck, H. J. and Wilson, G. D. (1973). The Experimental study of Freudian
Theories. London: Methuen.

21
 Lobel T. E. (1982). Personality variables and cognitive inconsistency,
Personality and individual differences, 3, pp. 333334.
Briggs Myers (1994). An Introduction to type. Oxford: Oxford Psychologists
Press.

Webliography

www.personalityresearch.org

www.lessons4living.com

www.nwlink.com

www.richmond.edu

www.cup.org

22