Introvert and Extrovert EFL Learners’ Willingness to Communicate and Ambiguity Tolerance

Ahmadi Safa, Mohammad; Jamshidi, Roya Zamani

doi:10.22049/jalda.2018.26268.1072

Document Type : Research Article

Authors

¹ Associate Professor of TEFL, Bu Ali Sina University of Hamedan, Hamedan, Iran.

² MA Student of TEFL, Bu Ali Sina University of Hamedan, Hamedan, Iran.

https://doi.org/10.22049/jalda.2018.26268.1072

Abstract

Abstract
The researchers have been interested to explore the impact of personality traits on second or foreign language learning. The current study is an attempt to investigate whether there exists a statistically significant relationship between introvert and extrovert EFL learners’ willingness to communicate and ambiguity tolerance. To this end, a total of 150 EFL learners completed the Introversion/Extroversion Scale developed by McCroskey (1998), the Willingness to Communicate Questionnaire (McIntyre et al, 2001) and the Tolerance of Ambiguity Scale (Ely, 1995). The findings of Pearson correlation coefficient revealed that there was a significant positive relationship between (a) introvert EFL learners’ WTC and ambiguity tolerance, and (b) extrovert EFL learners’ WTC and ambiguity tolerance. Independent samples t-tests indicated a significant meaningful difference between introvert and extrovert EFL learners’ WTC and ambiguity tolerance. Whereas extrovert EFL learners were positively different from introvert learners in their willingness to communicate (WTC), introvert EFL learners were found to be more tolerant of ambiguity than extrovert EFL learners. The findings imply that EFL teachers and policy makers need to consider personality types as determining factors for the success of foreign language learners and accordingly modify their educational practices.
Keywords: Introversion, Extroversion, Tolerance of Ambiguity, Willingness to Communicate.

Keywords

20.1001.1.2383591.2017.5.1.3.6

Main Subjects

Individual differences in second language learning

Article Title [Persian]

تمایل به برقراری ارتباط و تحمل ابهام زبان آموزان EFL درونگرا و برون گرا

Abstract [Persian]

مدتهاست محققان علاقمند به کاوش در زمینه ی تاثیر خصیصه های شخصیتی بر یادگیری زبان خارجی یا دوم می باشند. مطالعه ی کنونی تلاشی است در جهت بررسی اینکه آیا رابطه ی آماری بامعنا میان میل به برقراری ارتباط و تحمل ابهام زبان آموزان درون گرا و برون گرا وجود دارد یا خیر. به این خاطر 150 زبان آموز، پرسشنامه های درون گرایی/برون گرایی مک کروسکی (1998)، تمایل به برقراری ارتباط مکین تایر (2001)، و همچنین تحمل ابهام الی (1995) را تکمیل کردند. نتایج بدست آمده از ضریب رابطه پیرسون وجود یک رابطه مثبت بامعنا میان 1) میل به برقراری ارتباط و تحمل ابهام زبان آموزان درونگرا و 2) میل به برقراری ارتباط و تحمل ابهام زبان آموزان برونگرا را نشان دادند. افزون بر این، در حالیکه زبان آموزان برونگرا در تمایل به برقراری ارتباط از همتایان درونگرای خود پیشی گرفتند، زبان آموزان درونگرا سطوح بالاتری از تحمل ابهام را از خود نشان دادند. یافته های مطالعه ی حاضر دلیلی است بر اینکه معلمان، شاغلان در حرفه، و سیاست گذاران، جنبه های روانشناختی و ویژگیهای شخصیتی را فاکتورهای تعیین کننده ای در موفقیت زبان آموزان در نظر گرفته و براین اساس اقدام به اصلاح برنامه های آموزشی خود نمایند.

Keywords [Persian]

درونگرایی
برونگرایی
تحمل ابهام
و گرایش به برقراری ارتباط

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Journal of Applied Linguistics and Applied Literature: Dynamics and Advances

Introvert and Extrovert EFL Learners’ Willingness to Communicate and Ambiguity Tolerance

References

References

Volume 5, Issue 1 - Serial Number 9
March 2017
Pages 27-41

Introvert and Extrovert EFL Learners’ Willingness to Communicate and Ambiguity Tolerance

References

References

Volume 5, Issue 1 - Serial Number 9March 2017Pages 27-41

Volume 5, Issue 1 - Serial Number 9
March 2017
Pages 27-41