The Impact of Discourse Analysis-based Instruction on Iranian Extroverted vs. Introverted EFL Learners’ Speaking

Hossein Siahpoosh, Taher Hosseinzadeh


The main purpose of the current study was to examine the impact of discourse analysis-based instruction on Iranian extroverted vs. introverted EFL learners’ speaking.  Considering that in this study three classes of intermediate learners were used as the participants, a quasi-experimental design was used to answer the research questions of the study. The participants were selected from the students of English institute the Safir, west of Tehran Branches. The students were at intermediate level, and were chosen for this study because they had passed the basic courses in speaking skill. The total number of the students were 80 in the beginning. To have a group of homogeneous participants, first of all, they took an EPQ (Eysenck’s Personality Questionnaire) to specify their extroversion and Introversion. Next, the participants took standard Michigan Test (1982). Calculating the mean and standard deviation of the scores, 60 intermediate level students were selected as the participants in this study.  To fulfill the aims of this study, three instruments were used: a standard Michigan Test (1982), an EPQ test and speaking test.  As this is a quantitative research and needs statistics to analyze the data, SPSS (Version 23) was used to gain the essential information for proving or rejecting the null hypotheses of the research. Descriptive statistics of the study may include the mean scores of the participants, standard deviation and variance of the scores in the groups. After ensuring the normality of the data through One-sample Kolmogrove-Smirnow test, the one-way ANOVA was used to analyze the data. The result of the study revealed that discourse analysis-based instruction does not have any statistically significant effect on Iranian introverted EFL learners’ speaking, but it has statistically significant effect on Iranian extroverted EFL learners’ speaking. Therefore, there is statistically significant differences in speaking between introverted versus extroverted EFL learners using discourse analysis-based instruction.


Discourse analysis instruction, extroversion, introversion, speaking

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