Task-Based Activities on EFL Learners Argumentative Writing with a Focus on Introvert vs. Extrovert Learners

Abstract

The present research is an attempt to find out the efficacy of Task-Based Activities on argumentative writing performance of Introvert vs. Extrovert Iranian EFL Learners. For this purpose, 100 female upper-intermediate Iranian EFL learners were chosen from a total number of 168 and assigned into three groups (2 experimental and 1 control groups) through their performance on a Nelson (Homogeneity Test). The target learners of this research are learners of Vaskeh Institutes, in Iran. Data were collected through pre and post-test. Data were analyzed through Paired Samples t-tests. The results of the statistical analysis demonstrated that the task-based activities has significant effect on experimental groups performances but it has more impact on extrovert than introvert learners.