Afshin Mansouri Qadikolaei; Amir Marzban
Abstract
There seems to be a link between the type of corrective feedback students receive in the classroom and their personality styles. The current study investigated the effect of peer corrective feedback on the reading comprehension of extroverted and introverted Iranian elementary L2 learners. At first, ...
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There seems to be a link between the type of corrective feedback students receive in the classroom and their personality styles. The current study investigated the effect of peer corrective feedback on the reading comprehension of extroverted and introverted Iranian elementary L2 learners. At first, a Quick Oxford Placement Test (QOPT) was used to select thirty-three elementary EFL students as participants. Then, based on their responses to the Persian translation of the Eysenck Personality Inventory (EPI) questionnaire, the participants were classified as extroverted and introverted learners. The participants were also divided into two groups; peer corrective feedback–extroverted learners and peer corrective feedback–introverted learners. In terms of the quantitative part of the study, a pre-test (a reading comprehension test), eight treatment sessions (peer corrective feedback sessions), and a post-test (the same as the pre-test) were administered in reading comprehension classes over the course of a semester. As the qualitative part of the study, there was an interview session to assess the participants’ attitudes towards the provision of peer corrective feedback. The quantitative data analysis results revealed that both groups benefited from the intervention. Although there was no statistically significant difference between the groups, introverted students outperformed extroverted ones. The findings of the qualitative data analysis revealed that the majority of the participants agreed with the provision of peer corrective feedback in reading comprehension classes. According to the study’s findings, using peer corrective feedback in reading comprehension courses improved both extroverted and introverted L2 learners’ reading comprehension.
Hamid Marashi; Zahra Naghibi
Abstract
Personality types and professional/psychological attributes of teachers have long been the subject of extended debate and research in all fields of education, namely ELT. Accordingly, the focus of this study was to investigate the relationship between introvert and extrovert EFL teachers’ adversity ...
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Personality types and professional/psychological attributes of teachers have long been the subject of extended debate and research in all fields of education, namely ELT. Accordingly, the focus of this study was to investigate the relationship between introvert and extrovert EFL teachers’ adversity quotient and their effective classroom management. To this end, the Eysenck Personality Inventory (EPI) was distributed among 200 teachers who volunteered to participate in this study and ultimately the 60 teachers who were introverts and the 60 who were extroverts were chosen or the study. All the participants were 30 females and 30 males aged 25-50 with at least three years of teaching experience in different language schools in Tehran. The Adversity Quotient Profile (AQP) was administered among these 120 participants and each teacher’s class was subsequently observed by the researchers through which the teacher’s classroom management was assessed using Murdoch’s (2000) Checklist. To find out the relationship between the two main variables of this study, both descriptive and inferential statistics including Pearson Correlation and linear regression were carried out. The results showed that both introvert and extrovert teachers’ AQ was a significant predictor of their classroom management. These findings delineate that teachers’ AQ is possibly a more decisive factor predicting their classroom management than their extroversion/introversion.
