خلاصة:
The researchers have long 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 (MacIntyre 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. Furthermore, independent samples t-tests indicated a
significant meaningful difference between introvert and extrovert EFL learners’
WTC and ambiguity tolerance. Moreover, 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, practitioners, and
policy makers need to consider psychological aspects and personality types as
determining factors for the success of second or foreign language learners and
accordingly modify their educational practices.
ملخص الجهاز:
Introvert and Extrovert EFL Learners’ Willingness to Communicate and Ambiguity Tolerance Mohannad Ahmadi Safa Associate Professor of Teaching English as a Foreign Language, Bu Ali Sina University of Hamedan, Hamedan, Iran.
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 (MacIntyre et al, 2001), and the Tolerance of Ambiguity Scale (Ely, 1995).
Furthermore, independent samples t-tests indicated a significant meaningful difference between introvert and extrovert EFL learners’ WTC and ambiguity tolerance.
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 second or foreign language learners and accordingly modify their educational practices.
In an attempt to investigate ambiguity tolerance, Yea-Fen (1995) studied the language learning strategies employed by elementary learners of Chinese in a semi- 30 The Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, Volume 5, Issue 1, Winter and Spring, 2017, pp.
Moreover, as pointed out by Zhou (2014), studies have verified that students’ willingness to communicate in EFL classroom situations is affected by different factors one of which is tolerance of ambiguity.
Conclusion The present study set out to investigate whether there existed a statistically significant relationship and difference between introvert and extrovert EFL learners’ WTC and ambiguity tolerance.