3. 1. 3 Results of interviews
According to their scores in TEM4, the author divided the 15 students into three groups: Group A－3 students whose scores were 80 or above (1 is of extroversion, 2 are of introversion); Group B－the selected 6 students whose scores were in the level of 60-79 (3 extroverts, 3 introverts); Group C－6 students whose scores were bellow 60 (2 extroverts, 4 introverts).
For the first question which was about students’ concentration in English class, both extroverted and introverted students in Group A said that in most time, they can be concentrated in English class time. All of the 3 introverted students and only 1 extroverted student in Group B gave positive answers. However, nearly all the people in Group C said it was not easy for them to be concentrated in the whole class. Their mind was wondering now and then in class, which made them learn little during the class time. As to the second question, in Group A and Group B, there are 3 extroverted students showed that they were confident in speaking English, while only 1 introverted student whose scores was 81 said yes. In Group C, except one introverted student said she had confidence, the rest of them said they had no confidence when speaking English especially in front of many people or to those who they were not familiar with. All in all, more extroverted students showed that they were confident in speaking English than introverted students. Referring to the ways of learning, on the whole, extroverted students used many ways to practice English speaking such as going to the English Park, getting possible chance to answer questions or exchange ideas with teachers in English class, listening music, watching English movies and so on. Introverted students used ways of watching English movies, listening English programs and reciting article. They rarely communicate with others in English. They said they were not good at English speaking, so they were afraid to be wrong in speaking. About the question 4), most of extroverted students of the 15 said they would first turn to others such as teachers or classmates for help, whereas, introverted students in Group A and 2 introverted students in Group B said they would first think to solve them by themselves, if they couldn’t, they would ask classmates for help. The rest introverted said they would not care much about the problems they met in English learning. As to the question 5), both excellent of extroversion and introversion in Group A said they would have clear goals to be achieved in different time, while all of the people in Group C said they had no clear goal in English learning. And more introverted students than extroverted said yes. As the one excellent extroverted student took BEC examinations and her reading part is only of borderline level, the author asked her one more question: In your opinion, when you do readings, what can be the possible factors that affect your understanding? She answered that vocabulary was an important factor. Because she didn’t like to remember vocabulary much, so she often met some words in reading articles that affected her understanding. And she usually read quickly but failed to have all-round understanding about articles.
3. 2 Main findings
According to the study, extroverted and introverted personality may not be a determinant factor of English proficiency, but it can affect students’ English learning. As the results of the scores in TEM4 show, for the middle-level, extroverted students were more than introverted students. For the low or high level, introverted students took up more percentages than extroverted students. From the results of interviews, introverted students who are self-restraint can perform better than those of poor self consciousness in English learning.
The results of BEC examinations reflect that students of extroversion and introversion have different levels in reading and speaking. In English speaking, extroverted students have higher level than introverted students. While in reading, introverted students are of higher level. In writing and listening, the results of BEC examinations show no obvious difference between extroverts and introverts.
Combining characteristics of extroverted and introverted personality with students’ English performance, we can find that both students of extroversion and introversion have advantages and disadvantages in English learning, so it is not possible to tell which type of personality is good or bad for English learning, because among all the characteristics of extroverted and introverted personality, some can be advantages and some can be disadvantages for English learning. Next, advantages and disadvantages of extroverted and introverted students in English learning and reasons will be summarized and analyzed.
3. 2. 1 Advantages & disadvantages in English learning of extroverted students
For English majors of extroverted character, they are often active and enthusiastic. They like to communicate with others, and they are interested in new things. Compared with introverted students, extroverted students are braver to communicate English with others, and they are more confident in speaking English. According to the results of questionnaire, 71.4% of the extroverted students like to practice their oral English with others such as going to English park to talk with foreign teachers or other students and practice English with friends on internet. In these ways, they use the English they have learned and learn something new, such as new words and new expressions from others. Because extroverted students practice their English more, they usually have advantages in English speaking.
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