Extensive Journal of Applied Sciences
Available online at www.ejasj.com
©2016 EJAS Journal-2016-4-3, 90-96
ISSN 2409-9511
The Impact of Extroversion vs. Introversion on
Intermediate EFL Learners’ Reading
Comprehension
Arezoo Omidvari1, Hamed Azizinia2*,Marziyeh Rezaei1
1. Department of English Language Teaching, Yasouj Branch, Islamic Azad University, Yasouj, Iran
2. Young Researchers and Elite Club, Yasooj Branch, Islamic Azad University, Yasooj, Iran
Corresponding author: Hamed Azizinia
ABSTRACT: The effects of outgoingness versus reservedness on second language learning have
been scrutinized through a number of research studies. The results of these studies were often
contradictory; some depicting a clear correlation between extroversion and success in learning a
second language, others failing to demonstrate such a positive correlation between the two factors.
Following a quantitative (ex post facto design) study this research sought to examine the effect of
personality type (extrovert and introvert) on the reading comprehension of EFL learners. To do this,
80 intermediate learners out of a total number of 130 learners being educated at rural and urban high
schools in Yasooj were selected all taking an OPT (Oxford Placement Test) test. The participants were
from four high schools, two in Yasooj city (Zeynabiyyeh and Marefat high schools) and two villages
(Velayat in Balhzar and Hekmat in Sarabtaveh). They also answered the Eysenck Personality
Inventory Questionnaire (EPIQ) (1964) which in turn categorized them into four subgroups consisting
of introverts and extroverts. Then they were administered two reading comprehension tests (Select
Readings, intermediate level) to detect the impact of personality type on their reading comprehension.
An independent sample t-test and a one-way ANOVA were run to test the two hypotheses raised in
this study. The results showed that personality trait and especially extroversion positively affects
reading comprehension among intermediated Iranian high school students. Finally, it was confirmed
that there is a significant difference between the reading comprehension of intermediate extroverts
and introverts in urban and rural areas. In other words, place of living is a determining factor in reading
comprehension of Iranian extroverted high school students. Based on the findings, some implications
are presented to be applied in EFL contexts.
Keywords: extroverts, introverts, reading comprehension, intermediate level, rural, urban, Eysenck
personality inventory questionnaire
INTRODUCTION
Among the four skills in English language learning, reading plays an undeniable role in our communications
in real life. The ability to read is believed to be the most stable and durable of the second language modalities
(Bernhardt, 1991). In fact, reading is one of the primary skills students have to learn. Every day, EFL students
have many different texts to read, such as text books or other extracurricular reading materials. Accordingly,
second or foreign language acquisition research has occasionally confirmed the significant role which learners
play in the process of language learning.
During the past decades, the shifts from teachers and teaching methods towards learners and learning
techniques to accommodate this fundamental aspect have also been shown in research studies (Reiss, 1985).
(Harlow, 1988) depicts the current shift in the direction of research by discrediting the research studies which
neglect the important role of learners. He further confirms the fact that the instructional process necessitates both
teachers and learners and criticizes studies that blindly focus on the teachers and teaching methods at the
expense of learners and learning techniques. As learners gain a more salient place in language acquisition
research their personality traits, which have a vital role in the outcome of learning and which enable them
overcome learning difficulties, have also been the center of attention.
According to (Ehrman and Oxford, 1995) and (Ehrman,1993), second or foreign languages teachers need to
identify and understand their students’ substantial individual differences in order to provide them with effective
sensitive instruction. Personality is considered to be one of the individual differences which is greatly agreed to
Ext J App Sci., 4 (3): 90-96, 2016
have an influence on learning in general and second language acquisition (SLA) in particular. Among different
personality factors, extroversion and, its counterpart introversion, are regarded as potentially important factors in
the learning of a second or foreign language.
Apart from these dictionary definitions, being extrovert or introvert has said to have an important part in
learning in general and language learning in particular. Hemmat Nezhad, Jahandar, and (Khodabandehlou,
2014), for instance, assume that extrovert learners are mainly characterized as sociable, active, risk taking,
impulsive, and expressive, and enjoy participating in groups; whereas, introverts tend to be, quiet, introspective
and reserved except to intimate friends. Extroversion and introversion are potentially important factors in second
language acquisition (Brown, 2007).
Extroverts are mostly known as good learners who usually have something to say. According to (Brown,
2007), this viewpoint leads many educators to categorize introvert students as passive students who are not as
bright as extroverts. However, introverts’ better ability to consolidate learning, their less distractibility and better
study habits, as (Dörnyei, 2005) argues, may help them to obtain better results in learning compared to extroverts.
According to(Ellis,1994), while extroverted learners do better in acquisition of basic interpersonal communication
skills, introverted learners show a better performance at developing cognitive academic language ability.
Research Questions
Although the role of the students in EFL classroom has been emphasized in the last few decades, little
attention has been given to describing the roles of the personality factors in reading comprehension. Observing
the aforementioned negligence and the need to try to help in the betterment of the situation also urged the
researcher to investigate the impact of extroversion and introversion on reading comprehension of Iranian EFL
high school students. Based on what went on so far, it was tried through the study in hand to practically test what
happens in the comprehension of a text for the EFL learners from urban and rural areas. To fulfill the purposes
of the study, the following research questions were addressed:
1. Is there any significant difference between intermediate extrovert/introvert EFL learners’ reading
comprehension?
2. Is there a significant difference between the reading comprehension of intermediate extroverts and
introverts in urban and rural areas?
Review of Related Literature
Introversion/Extroversion and ESL/EFL Classroom Achievement
Good language learners often have a strong desire to communicate, which according to psychologists is also
a basic feature of extroverts (Rubin, 1975, cited in Razmjoo and Shaban, 2008). (Rubin, 1975) further proposes
that if good language learners are successful in communication, their motivation to acquire necessary tools to
persist in communicating will improve. According to researchers such as (Naiman et al., 1978) and (McDonough
,1981), learners who are more sociable will be more willing to talk, more prone to participate in class, more
inclined to join groups, more likely to volunteer and to engage in practice activities (e.g. in oral interviews), and
also more likely to maximize language use opportunities outside classroom by using language for communication.
As a result, these learners may profit more from a communicative approach to language teaching/learning.
Introvert learners, in contrast, tend to be more anxious learners and less willing to take part in activities. Moreover,
they might be interested in other forms of learning such as reading and writing (Razmjoo and Shaban, 2008).
Some students, as (Chastain, 1988) argues, are so shy, timid, and unsure of themselves even in their first
language, that trying to communicate in a second language can be very painful for them. The extrovert students,
unlike introverts, seem to be more likely to engage freely in activities which might reveal their linguistic
inadequacies to other classmates. However, in learning a second or foreign language each personality type has
its own advantage. Introverts may be more conscious and devoted and concentrate more on the task. Extroverts,
on the other hand, have less fear of risk taking and apt to participate more actively in class and they are
enthusiastic to practice their developing communication skills with native speakers.
According to (Ellis, 1994), one of the intuitively appealing hypotheses which has been investigated and
confirmed is that extrovert learners learn more rapidly and are more successful compared to introvert learners. It
has been recommended that extrovert make contact with other users of the L2 learners easier and therefore will
obtain more input. (Ellion, 1973) as cited in (Razmjoo and Shaban, 2008) noticed an interesting relationship
between educational achievement and personality which changes in time. There is a statistically positive
relationship among children between extroversion and academic attainment by the age of eight. However, ten
years later, the relationship will be reversed so that achievement is positively related to introversion. According
to (Ehrman and Oxford , 1995), some investigators have suggested that the best learners are likely to be extrovert
because of their eagerness to speak out and interact.
An opposing idea in this regard is the one proposed by (Brown, 2007). He does not believe the view which
suggests that extroverts are brighter. According to (Brown, 2007) this view is misleading since extrovert learners
actually need other people in order to feel good. Extroverts are not necessarily talkative and loud mouthed. They
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might be relatively shy, but still need the confirmation of others. Introversion, on the other hand is the extent to
which a person derives a sense of wholeness and fulfillment apart from a reflection of this self from other people.
He also mentions that introverts, contrary to our stereotypes, can have an inner strength of character that
extroverts do not have. These stereotypes have unfortunately influenced teachers’ perception of good students.
There is enough evidence that teachers admire talkative, outgoing students who participate freely in class
discussions. On the other hand, introverts are sometimes thought of as not being as bright as extroverts. This is
why most educators have warned against prejudging students on the basis of perceived extroversion (Razmjoo
and Shaban, 2008).
Personality type and affective factors are therefore regarded as the essential factors which influence the
second or foreign language acquisition. They are also complicated notions which can be affected by different
factors, such as ethnic background, culture, and environment, and others. Although many investigators, as
mentioned before, have made a lot of attempts to study this issue and especially extroversion and introversion,
it is not surprising that the results of so many experiments are unclear, and that a very definite and absolute
conclusion may not be drawn.
MATERIAL AND METHODS
Research Design
This study adapted a quantitative, ex post facto design. Actually, ex post facto design is a substitution for
true experimental research and can be used to test hypotheses about cause-and-effect or correlational
relationships, where it is not practical or ethical to apply a true experimental, or even a quasi-experimental, design
(Simon and Goes, 2013).
Participants
The participants were chosen from Yasooj high schools. All of them were native speakers of Persian.
Through the administration of Oxford Placement Test (OPT, Allen, 2004) to 130 students in four different high
schools, a total of 80 high schools EFL students were selected for the sake of this study. They were from four
high schools, two in Yasooj city (Zeynabiyyeh and Marefat high schools) and two villages (Velayat in Balhzar and
Hekmat in Sarabtaveh). The participants were ranging in age between 16 and 19. As the next step and based
on the results of these participants' performance on the personality questionnaire, they were divided into four
groups, two groups of introversions and two groups of extroversions. There were one group of introverted and a
group of extroverted learners in each place of investigation. There were 20 students in each group. The following
table presents the characteristics of the participants of the study.
Table 1. characteristics of the participants of the study
Group
A
B
C
D
N
20
20
20
20
Personality Type
Introversion
Extroversion
Introversion
Extroversion
Place
Rural High school
Rural High school
Urban High school
Urban High school
Instruments
Two different instruments, apart from OPT test, were applied in order to collect the required data for the
study. These instruments included the Eysenck Personality Questionnaire (EPIQ), and two reading
comprehension tests.
Eysenck Personality Inventory Questionnaire (EPIQ)
The questionnaire utilized in this study was devised by (Eysenck and Eysenck, 1964). This questionnaire,
as Dibah and Marashi 2013 argue, “initially conceptualized personality as two biologically-based categories of
temperament which include extroversion/introversion and neuroticism/stability. This huge validated test consists
of 57 Yes/No items” (p.547). The Yes/ No answers “should be given based on the usual way of acting or thinking
of an individual” (Dibah and Marashi, 2013, p.547). 15 minutes are usually allocated for answering this
questionnaire. EPQ is a standardized test and refined several times. Based on (Eysenck and Eysenck, 1964,
p.15), “test-retest reliabilities of EPI are between 0.84 and 0.94 for the complete test and between 0.80 and 0.97
for the separate forms”. The reliability of EPQ (Persian version), according to (Ashtiani, 2009), has been
evaluated and estimated to be 0.92 in Iranian context, which shows a high degree of value.
Reading Comprehension Tests
Two reading comprehension test were selected from “Select Readings” intermediate level, by (Linda Lee
and Erik Gundersen, 2002). As the name suggests, the textbook is utilized with the aim of improving general
English knowledge of the students in general and their reading skills in particular. The topics which were selected
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Ext J App Sci., 4 (3): 90-96, 2016
for the participants of the present study were "A LONG WAIK HOME" and "INTERNATIONAL STUDENTS". The
reason for choosing the tests from this book besides minimizing the possibility of familiarity of the students with
their own English textbook topics was that this is a reliable textbook which is technically assigned for reading skill
especially for intermediate proficiency level students.
Furthermore, following each passage, there are two to four post-reading activities that give the students the
chance to clarify their understanding of the text and discuss the issues raised in the reading. In addition, the
comprehension questions test students’ understanding of the facts, basic concepts, and new vocabulary
presented in the passages. Finally, the tests chosen from “Select Reading” textbook with the mentioned
advantages, seemed to serve as a beneficial material to be utilized in the present study. The test consisted of
different kinds of reading tasks such as gap-filling tasks, True/False reading task, and multiple-choice reading
comprehension task. The first test comprised 14 questions and the second test 16. Thus there were totally 30
questions in these two tests. They were administered together and the time allocated for this test was 35 minutes.
Validity and Reliability of the Tests Utilized in the Study
Validity
The researcher, first, scrutinized all items of the two tests (tests adapted from the Select Reading textbooks)
carefully and identified and selected items that measure reading comprehension proficiency on the basic or
intermediate level. In order to ensure about the content validity of the test, the comments of three experts in the
field of TEFL were also sought. Each confirmed the appropriateness of the tests regarding the subject matter
content and the general objective of measuring reading comprehension.
Reliability
In order to ascertain and estimate how reliable the use of the tests for the present study is, they were first
piloted on a similar sample consisting 20 high school students. Based on the results, the values of the internal
consistency (Cronbach's Alpha) of the test's components and internal consistency for the tests were sought; the
results displayed a reliability estimate of 0.83. The results obtained from pilot test showed satisfactory level of
reliability which means that the reliability of these tests is accepted. Thus, the results were the bases to continue
the study safely.
Procedures
Before conducting this research, the permissions were gained from the managing board of the four engaging
high schools and an introductory session was held in each high school for the students. Doing so, the researcher
ensured the students that the results of the OPT, EPIQ and the reading comprehension tests would be used
merely for the research purpose and that they would not be considered by the language school administrations.
As the next step and after conducting the OPT test, the selected homogenous students were asked to fill up the
EPIQ in 15 minutes. It should be mentioned that in order to reduce the possibility of ambiguity, the Persian version
of EPIQ was applied in this study. After the participants completed the questionnaire, the papers were collected
and scored. In order to score the questionnaires and determine the personality type of the participants, the scoring
procedures of the (Eysenck and Eysenck, 1964) was followed. According to (Eysenck and Eysenck,1964), EPIQ
has two parallel forms (A and B) and participants who fill out the EPIQ receive three different kinds of scores
which are explained in detail based on the table below.
Table 2. Scoring Profile for EPIQ
Item
Extroversion
Neuroticism (Introversion)
Lie Score
Total
N
24
24
9
57
As shown through Table 2, the participants’ E score was computed out of 24 which depicts how much
extrovert a person is, the N score was computed out of 24 which displays how much introvert a person is,
measuring the neuroticism is also out of 24, and the Lie score which tries to measure how socially desirable a
person has wanted to prove to be is out of 9. Doing so the answers to the questions of extroversion and
introversion were counted and the total N score was subtracted by E score and if the E score was bigger than N
score the participant was assigned to extroversion groups. If the N score was bigger than E score, the participant
was assigned to introversion groups.
Through this questionnaire the learners were divided into four groups of extroverts and introverts. In order to
have equal number of participants in each group, the researcher selected 40 of the extroverts to be in the
extrovert group and 40 others to be in introversion groups. It should be mentioned that the participants whose E
score or N score was at the margin or the ones who were not truthful enough in answering the questionnaire
(received a high score in Lie scale) were excluded from the study. As depicted through Table 3.1, 80 high school
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students out of 90 homogenized participants were finally selected and assigned into two groups as urban groups
(A and B) and the other two groups as rural groups (C and D).
After determining the groups of introvert and extrovert with a week time interval after filling up EPQ the
students were administered the reading comprehension tests. After collecting the reading test papers, they were
graded by the researcher. Since there were true false and multiple choice questions in the test, the scoring
procedure being objective was easy to be done.
RESULTS AND DISCUSSION
Addressing the First Research Question
As explained earlier, the only instrument in the present study, besides OPT and personality questionnaire,
were the reading comprehension tests. Since the total sum for these tests was 30 points, the scores of the
participants of each group was calculated out of 30 and coded for the analysis. Table 3 reveals the descriptive
statistics for the two groups.
Table 3. Descriptive Statistics for Extroverts and Introverts’ Reading Comprehension Scores
Group Statistics
Group
N Mean Std. Deviation Std. Error Mean
Extroversion 40 26.3189 2.68922
.65411
Reading comprehension
Introversion 40 22.2147
2.15314
.37738
The results tabulated in the above table demonstrate a rather significant difference between the mean scores
of the two groups of the study. As can be seen, the mean score of reading comprehension among extroverts and
introverts, being 26.31 and 22.21 respectively, is calculated. But conclusions could not be certain unless we have
tested the results more scientifically. As the next step, and to see whether this difference was significant, an
independent t-test was run.
Table 4. Independent Samples Test on the Reading Comprehension means between Extroverts and Introverts
Levene's Test for
Equality of Variances
reading
comprehension
Equal variances
assumed
Equal variances
not assumed
t-test for Equality of Means
F
Sig.
t
df
Sig. (2tailed)
Mean
Difference
Std. Error
Difference
.264
.022
5.735
78
.004
4.1042
4.25271
-3.23635
2.04926
.004
4.1042
4.83642
-3.14524
2.04763
5.735 77.994
95% Confidence Interval of
the Difference
Lower
Upper
Independent Samples Test
As represented in table 4, the computed significance to compare the mean scores of the two groups equals
to .004. This magnitude is much less than the significance level set for the study (0.05). Consequently, it was
concluded that the two groups were not statistically at the same level, and that extroverts were better than
introverts as far as reading comprehension concerns. Based on these findings, therefore, a significant difference
does exist between extroversion vs. introversion’s reading comprehension.
Addressing the Second Research Question
The second question of the study sought to see whether there is a significant difference between the reading
comprehension of intermediate extroverts and introverts in urban and rural areas. To test this hypothesis the
reading comprehension scores of all groups from urban and rural areas were coded based on the place of living
into four groups (see Table 1). Descriptive statistics for the four groups are tabulated in Table 5 below.
Table 5 .Means Comparison of All Four Groups on Reading Comprehension test
Group
Mean N Std. Deviation
Rural High school Introversion 10.7308 20 2.11754
Rural High school Extroversion 11.5112 20 1.50867
Urban High school Introversion 11.4839 20 1.98391
Urban High school Extroversion 14.8077 20 1.65250
Total
48.5336 80 6.03338
Reading Comprehension
As shown in Table 5, reading comprehension test means in rural areas for introverts is X = 10.7308 and for
extroverts equals X = 11.5112. The same results for urban introverts and extroverts are X = 11.4839 and X =
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Ext J App Sci., 4 (3): 90-96, 2016
14.8077, respectively. So a difference in reading comprehension test means in behalf of extroverts in both rural
and urban groups could be observed. But it is not clear yet whether the difference is significant or not. The next
step was then to run a one-way analysis of variance (ANOVA) on the results of the reading comprehension test
to compare the results of all groups and to see whether the difference is statistically significant or not. Table 6
represents the results.
Table 6. One-way Analysis of Variance on the Reading Comprehension test of all four Groups
Between Groups
Within Groups
Total
Sum of Squares
515.075
163.397
678.472
df
3
77
80
Mean Square
144.025
3.335
F
31.495
Sig.
.000
Reading comprehension test
This table gives both between-groups and within-groups sums of squares, degrees of freedom, F value, etc.
The significant value is smaller than .05 (.000<.05), so there is a significant difference somewhere among the
mean scores on the independent variable (reading comprehension test scores) for the four groups. Having
received a statistically significant difference, we can now look at the results of the post-hoc tests (LSD) presented
in Table 7 to be able to locate the source of significance in our data.
Table 7. Results of Post-hoc Tests
(I) VAR0001
1.00
2.00
3.00
4.00
Mean
(J) Difference (I-J)
VAR00
02
Std. Error
95% Confidence Interval
Sig.
Lower Bound Upper Bound
2.00
-.7804
.70335
.219
-.5371
2.2898
3.00
4.00
-.7531
-4.0769*
.70335
.70335
.325
.000
3.3860
4.2322
6.2129
7.0590
1.00
.7804
.70335
.219
-2.2898
.5371
3.00
4.00
.0273
-3.2965*
.71625
.71625
.341
.000
2.4837
3.3299
5.3624
6.2086
1.00
.7531
.70335
. 325
-6.2129
-3.3860
2.00
4.00
-.0273
-3.3238*
.71625
.71625
.341
.000
-5.3624
-.5932
-2.4837
2.2855
1.00
4.0769*
.70335
.000
-7.0590
-4.2322
2.00
3.00
3.2965*
3.3238*
.71625
.71625
.000
.000
-6.2086
-2.2855
-3.3299
.5932
Multiple Comparisons
Dependent Variable: reading comprehension test LSD
*. The mean difference is significant at the 0.05 level.
1=Rural High school Introversions, 2=Rural High school Extroversions, 3=Urban High school Introversions,
4=Urban High school Extroversions
As Table 7 shows, group 4 or urban high school extroverts, is statistically and significantly different from all
other three (.000<.05). That is, urban high school extroverts outperformed the two introversion groups both in
rural and urban areas. Additionally, this group did much better regarding the reading comprehension ability
compared to their neighboring rural extroverts. Group2 (Rural High school Extroversions) has also surpassed
group 1 (Rural High school Introversions) and 3 (Urban High school Introversions) on the reading comprehension
test, but the difference was not significant (.219 and .341>.05). Even though, group 3 or urban introverts
performed better on the test than both rural extroverts and introverts, the differences observed could not meet
the required criterion and concluded to be of insignificant difference (.325 & .341>.05). The other groups are not
significantly different from one another at p<.05 level too.
Based on these results, we can conclude that there is a significant difference between the reading
comprehension of intermediate extroverts and introverts in urban and rural areas. To put it in a nutshell,
personality trait is place specific. That means that personality factor, especially extroversion, is an effective factor
in reading comprehension particularly in urban areas.
CONCLUSIONS
In order to develop the students’ reading comprehension, we should first study the factors which seem to be
of influence on their reading skill. As discussed earlier, one of these factors is the personality type of the learners.
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Therefore, the goal of the current investigation was to determine if personality factors like extroversion and
introversion affected the comprehension of Iranian high school students. Based on the obtained results, first of
all, the impact of personality type on reading comprehension of Iranian high school students is indisputable. This
is due to the fact that extroverted students, compared to introverts, were better readers both in rural and urban
areas. This conclusion is further substantiated by the other research studies which revealed the effect of
extroversion on language learning and specially reading comprehension. The study by (Rezaie, 2002), (Ashtari
, 2002),( Ahmadian and Yadegari , 2011) are but some of these research.
The second findings of the study which revealed the effect of living place on the extroverts/introverts’ reading
comprehension are in line with other studies which confirmed the regional impact. Regarding the previous
findings, although the students are going through the same curriculum, the level of English proficiency in rural
schools is much lower than the level in the urban schools (Nooreiny et al., 2003; Shaari, 1987; as cited in Marlyna,
Hua and Khazriyati, 2007).
Therefore, by studying the difference between extroverts and introverts and their probable effect on language
skills like reading comprehension, teachers can predict what their learning styles are, what kinds of activities and
tasks students will enjoy, and what sort of teaching methods they require. Therefore it can be concluded that
using the teaching methodologies which are compatible with the students’ personality type could be of importance
in improving the reading comprehension of the learners who may have different personality traits. Thus, it is felt
that this study has made some important contributions towards a better understanding of the extroversionintroversion personality variable and its relationship to some learning outcomes (i.e., performance on reading
comprehension tests).
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