Comparing writing performance of introverted and extroverted Iranian EFL learners

Abstract

Personality significantly influences how individuals learn. Understanding personality types can equip teachers with valuable information and techniques for interacting with each learner. This study compared introverted and extroverted students' writing performance in the Iranian EFL environment because different personality types play a significant impact in language learning in general and mastering L2 writing in particular. 50 writing samples from 50 extroverted and introverted students were gathered for this study, and they were assessed using an analytical scoring system. Descriptive statistics were used to compare the mean scores of introverts' and extroverts' writing performance, and an independent samples t-test was conducted to compare their mean scores. Analysis of the Results showed that introverts performed noticeably better than extroverts in the expository writing genre (t (48) = 2.38, p=0.021, d=0.67). This superiority may be due to some personal characteristics of introverts that extroverts lack, such as greater carefulness, better concentration in solitude, and the ability to generate more ideas individually. The factors such as the use of different neural pathways for writing tasks, lower levels of anxiety during writing, and a preference for self-expression through writing may have contributed to this advantage. These findings have important implications for writing instruction and assessment in EFL classrooms, including the need for differentiated instruction and assessment strategies that consider the preferences of both personality groups. Suggestions for future research, including longitudinal studies and investigation of the impact of personality types on other language skills, are provided.