A Comparative Study of the Effect of Traditional and Online Teaching on Iranian Young EFL Introverted Learners’ Speaking Ability

In the history of modern education and especially in recent years, online or e-based learning and non-campus based learning options have been depicted as second best to traditional face-to-face options. In various learning environments, the personality type can affect people’ way of learning. Considering the role of personality type in language learning, this study was an attempt to compare the effect of online and face-to-face instruction on the Iranian young EFL introverted learners’ English institutes in Arak whose personality type was determined by using Eysenck Personality Questionnaire (EPQ) and they were assigned to two groups for online and face-to-face instruction. Both groups received a two-month period of instruction and their speaking performance was evaluated by The International English Language Testing System (IELTS) speaking module. The results obtained from the analysis of data through One Way ANCOVA demonstrated the meaningful difference in learners’ speaking mean scores and confirmed the positive impact of online instruction on speaking performance. The findings of this study may contribute to the teachers’ understanding of the personality type and learning style by which learners can gain success in the speaking class and the reason for learners’ different performance in class activities. Also, the findings may inform curriculum design, instruction, and assessment.

کلیدواژه ها:

EFL learner ، Face-to-face instruction ، Introvert ، Online instruction ، Speaking performance