This case study aimed to investigate the interaction behaviors demonstrated by students of introversion and extroversion personality taking part in dialogue speaking. To classify students into two groups of personality (extroversion, introversion), the researcher designed a questionnaire based on Eysenck Personality Inventory (EPI). Observation and interview were two key instruments to collect the about their interaction behaviors. The data were analyzed by both quantitative and qualitative method. The quantitative included dialogues and interviews transcripts analysis. The qualitative method contained numeral data analysis regarding data from the questionnaires and observation notes. The findings revealed that common understanding of distinctive features of the two groups is reliable. The introverted students showed high frequency on expression of anxiety. Moreover, they were found to be responsible for discourse management as well as frequent eliciting for clarification towards partners’ opinion. The extrovert students were enthusiastic about assisting speaking partners, being active in turn-taking, moderating the interaction and expressing opinion. Based on the findings and discussions, the researcher suggested some implications for both teachers and students.
Readership Map
Content Distribution
This case study aimed to investigate the interaction behaviors demonstrated by students of introversion and extroversion personality taking part in dialogue speaking. To classify students into two groups of personality (extroversion, introversion), the researcher designed a questionnaire based on Eysenck Personality Inventory (EPI). Observation and interview were two key instruments to collect the about their interaction behaviors. The data were analyzed by both quantitative and qualitative method. The quantitative included dialogues and interviews transcripts analysis. The qualitative method contained numeral data analysis regarding data from the questionnaires and observation notes. The findings revealed that common understanding of distinctive features of the two groups is reliable. The introverted students showed high frequency on expression of anxiety. Moreover, they were found to be responsible for discourse management as well as frequent eliciting for clarification towards partners’ opinion. The extrovert students were enthusiastic about assisting speaking partners, being active in turn-taking, moderating the interaction and expressing opinion. Based on the findings and discussions, the researcher suggested some implications for both teachers and students.
