The Nexus between Introvert and Extrovert EFL Learners’ Willingness to Communicate and Ambiguity Tolerance

The Nexus between Introvert and Extrovert EFL Learners’ Willingness to Communicate and Ambiguity Tolerance

The researchers have been frequently interested to explore the impact of personality on second language learning. And such studies have made it possible for researchers to attribute the success of some learners in the field of SLA to their exclusive personality traits. The current study attempted to investigate whether there existed a statistically significant relationship and difference 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 adapted from McIntyre et al, (2001) and the Tolerance of Ambiguity Scale developed by 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. Furthermore, the findings of Independent Samples t-tests indicated a significant and meaningful difference between introverts and extroverts’ WTC and ambiguity tolerance. Moreover, the findings of Independent Samples t-tests indicated that extrovert EFL learners significantly outperformed introvert learners in willingness to communicate (WTC), whereas introvert EFL learners significantly outperformed extrovert learners in tolerance of ambiguity. The findings imply that EFL teachers, practitioners and policy-makers need to consider psychological aspects and personality types as determining factors for the success of language learners and accordingly modify their educational practices.

The researchers have been frequently interested to explore the impact of personality on second language learning. And such studies have made it possible for researchers to attribute the success of some learners in the field of SLA to their exclusive personality traits. The current study attempted to investigate whether there existed a statistically significant relationship and difference 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 adapted from McIntyre et al, (2001) and the Tolerance of Ambiguity Scale developed by 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. Furthermore, the findings of Independent Samples t-tests indicated a significant and meaningful difference between introverts and extroverts’ WTC and ambiguity tolerance. Moreover, the findings of Independent Samples t-tests indicated that extrovert EFL learners significantly outperformed introvert learners in willingness to communicate (WTC), whereas introvert EFL learners significantly outperformed extrovert learners in tolerance of ambiguity. The findings imply that EFL teachers, practitioners and policy-makers need to consider psychological aspects and personality types as determining factors for the success of language learners and accordingly modify their educational practices.