Rezvani, A., Sadeghi, B. (2016). A Comparative Investigation into Speaking Anxiety of Extroverted and Introverted Iranian EFL Learners. Journal of Teaching English Lnaguage Studies, 5(2), 7-23.
Arezoo Rezvani; Bahador Sadeghi. "A Comparative Investigation into Speaking Anxiety of Extroverted and Introverted Iranian EFL Learners". Journal of Teaching English Lnaguage Studies, 5, 2, 2016, 7-23.
Rezvani, A., Sadeghi, B. (2016). 'A Comparative Investigation into Speaking Anxiety of Extroverted and Introverted Iranian EFL Learners', Journal of Teaching English Lnaguage Studies, 5(2), pp. 7-23.
Rezvani, A., Sadeghi, B. A Comparative Investigation into Speaking Anxiety of Extroverted and Introverted Iranian EFL Learners. Journal of Teaching English Lnaguage Studies, 2016; 5(2): 7-23.
A Comparative Investigation into Speaking Anxiety of Extroverted and Introverted Iranian EFL Learners
This study sought to investigate the connection between foreign language anxiety and extroversion and introversion personality types. The way adult language learners conceptualize their fear of negative evaluation as a component of foreign language anxiety construct was also investigated. To this end, 50 Iranian adult language learners were selected as participants of the study and divided into two groups of extroverts and introverts. The grouping based on extroversion/introversion were handled using Eysenck Personality Questionnaire (EPQ). Half of the students who had the highest score in extroversion sub-scale were put into extroversion group and the remaining half were put into introvert group. To measure level of students’ anxiety, Foreign Language Classroom Anxiety Scale (FLCAS) was utilized. To probe the possible differences between introverts and extroverts in terms of language anxiety, statistical technique of T-test was run. Results showed that extroverts were significantly less anxious than introverts. With respect to the way Iranian foreign language learners conceptualize fear of negative evaluation, a semi-structured interview was carried out with 20 participants. After collecting students’ responses to the interview questions, content analysis was conducted to find the recurrent patterns. It was revealed that students had fear of negative evaluation from both teachers and classmates. Error correction and incongruence between teacher’s expectation and student’s expectations regarding language performance were among the aspects of fear of negative evaluation.
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