The pedagogical utility of audio-visual aids on extrovert and introvert Iranian intermediate EFL learners' speaking ability

Abstract

This study explored the relationship between the use of audio-visual aids to improve the speaking ability of Iranian intermediate EFL learners and their personality type; namely, introversion/extroversion. To this end, The Comprehensive English Language Test (CELT) was given to 250 students to homogenize the sample. Out of this, 120 students whose scores fell one standard deviation above and below the mean were regarded as intermediate. Having found the homogeneous participants, the Eysenck Personality Inventory (EPI) was given to them, through which 60 introverts and 60 extroverts were selected as the main participants.The selected participants were interviewed and rated by three native like speaker raters and after the treatment the same raters evaluated the interviewees. The obtained results through a two-way ANOVA indicated that there was a statistically significant difference between extroverts and introverts in terms of audio-visual aids, but the difference was not that prominent and, therefore, it cannot be recommended as an operational pedagogical factor. It can also be concluded that the extroverts were generally better at speaking than introverts; however, there again the difference was not statistically noteworthy.

Comparative Study of Introvert and Extrovert Students on Their English Learning Achievement at Second Grade of SMAN 1 Konawe Selatan

“…The result showed that mean score of extrovert student was higher than mean score of introvert students (78.17<75.76). This result line with research by Khodareza and Taheri (2015), also found there was difference between extrovert and introvert student in speaking ability. Their research also shows that extroverts are generally better at than introverts.…”

New developments in ESP teaching and learning research

“…In addition, there are studies that deal with the impact of AVRs on particular language skills. Such studies ( 1) focus on the usefulness of AVRs in building students' competence in pronunciation (Gilakjani, 2011;Ranasinghe & Leisher, 2009), (2) elaborate on the effects of AVRs in promoting target language communication, that is, the speaking skills of students (Çakir, 2006;Natoli, 2011;Ramin, Reza, & Nazli, 2014), or (3) study the importance of video instruction in teaching vocabulary (Gross, 1993;Wright & Haleem, 1991). They, furthermore, take listening skills into consideration to investigate how visual material can be used as a teaching strategy for improving listening comprehension skills (Potosi, Loaiza, & Garcia, 2009), showing that video sessions contribute to a better mastery of listening skills and a greater motivation for students to participate in conversation.…”