خلاصة:
Speaking and writing are the productive skills of language and share similar
components. In other words, writing and speaking are clearly related
activities, but the modes of production are different. In addition, among a
number of personality variables in predicting English language proficiency,
extraversion/introversion has been extensively studied. This quasiexperimental
study aims at exploring the impact of using guided writing
practice on speaking proficiency of English as a foreign language (EFL)
learners with extroverted and introverted orientation. For the purpose of the
study, 60 homogenous students aged 18 to 28 were selected based on Oxford
Placement Test (OPT) scores and Eysenck Personality Questionnaire (EPQ)
among pre-intermediate participants from Mehraeen English language
institute in Rasht, Iran. They were divided into experimental and control
groups. The experimental group received guided writing practice and the
control group was instructed based on the typical method of the institute. A
series of t-test was conducted to evaluate extroverts and introverts’ speaking
ability with respect to their personality type. The results of posttest revealed
that using guided tasks improved speaking proficiency of the learners. Also,
the treatment had a significant impact on extroverted learners in comparison
with introverted learners.
ملخص الجهاز:
This quasi-experimental study aims at exploring the impact of using guided writing practice on speaking proficiency of English as a foreign language (EFL) learners with extroverted and introverted orientation.
The effect of using guided writing practice on Iranian EFL learners’ speaking ability does not differ with being introverted or extroverted.
The effect of using guided writing practice on Iranian EFL learners’ speaking ability does not differ with being introverted or extroverted.
com Volume 4, Number 2, June 2019 {مراجعه شود به فایل جدول الحاقی} A paired-samples t-test was conducted to evaluate the impact of the intervention on extroverted students’ scores in the experimental group on the speaking measure.
com Volume 4, Number 2, June 2019 (View the image of this page) A paired-samples t-test was conducted to evaluate the impact of the traditional instruction on extroverted students’ speaking scores in the control group.
2. 1 Descriptive Statistics The intent of the study was to examine the effect of guided writing on Iranian EFL learners’ speaking ability in terms of extroversion and introversion as a personality factor.
The results presented in the previous sections demonstrate that guided writing practice can influence speaking proficiency of EFL learners significantly at the pre-intermediate level.
In addition, the outcome of the current study can act as a guideline for material developers in designing English course books and emphasize the advantage of including different kinds of guided writing practice for pre-intermediate level students, paying more attention to the role of personality factors in language learning.