The relationship between introversion-extroversion and the composing process

Abstract

The relationship between introversion- extroversion and the composing process Author: Aynur Baysal Thesis Chairperson: Ms. Patricia Brenner, Bilkent University, MA TEFL Program Thesis Committee Members: Dr. Arlene Clachar, Dr. Phyllis L. Lim Bilkent University, MA TEFL Program The focus on learners in second -and foreign- language learning has revealed that the personality traits of students are related to their success and performance in the target language. Research on personality traits of learners has shown that certain behavioral characteristics may inhibit or foster learning. This study dealt with the personality traits of introversion-extroversion with respect to composing in the foreign language. This process was examined by looking at the strategies involved in prewriting, planning, composing, and rescanning. The hypothesis that there is a relationship between introversion- extroversion and the composing process was tested. The study was carried out with six subjects - three extroverts and three introverts. These subjects were selected according to their results on the Maudsley Personality Inventory (Eysenck, 1970). After this, the subjects were asked to write a composition on which they were going to be graded. They were observed in the process of composing and an observation form was completed by the teacher and the researcher (see Appendix B).The results show that there are some similarities as well as differences between introverts and extroverts concerning the stages involved in the composing process. The prewriting time of introverts was found to be longer than that of extroverts (3.5 and 1.5 minutes, respectively). The planning behavior (which was a strategy observed in the prewriting stage) was the same for both groups, that is, they both did their planning mentally and in writing. With respect to the composing stages, introverts, with a mean length of 65 minutes, used a longer time to compose than did extroverts with a mean of 44.3 minutes. During this time, subjects paused and asked questions and rescanned. These behaviors also showed some differences. The pausing frequency of the introvert group had a mean of 22.3, whereas the extroverts had a mean of 17.3. The questions which were addressed directed to the teacher during composing were different with respect to their nature and frequency of occurrence. Introverts, having an inhibited personality (Mischel, 1973), asked fewer questions (M = 2.6) than extroverts (M = 6.3), who are considered to be uninhibited. The nature of the questions which were asked were also different. Extroverts tended to ask more content-based questions, whereas introverts focused on the precise meaning of words. The rescanning stage of the different groups shows that introverts focus more on form-based issues and mechanics while correcting, whereas extroverts simply correct and reread with the aim of rephrasing ideas rather than correcting minormistakes. This study also showed that introverts tried to avoid including personal information when the task is school-sponsored. They stated that they usually focus on the organizational patterns of the composition rather than on specific ideas and content. Extroverts, on the other hand, stated that they like including personal information and do so, whether the task is school- sponsored or not. The findings of this study suggest a relationship between introversion-extroversion and the composing process in the second and foreign language. It was suggested that more studies on the relationship between introversion and extroversion and other language skills be carried out in order to provide a more indepth understanding of the role that personality factors play in second- and foreign-language learning.