Investigating EFLTeachers Perceptions of the Intersection between the Personality construct Extroversion-Introversion and L2 Strategic Competence in EFL classroom verbal practices in the Tunisian context

Abstract

Recently, studies in the field of second language (L2) learning have shown that EFL classroom participation is a complex process that goes beyond conventional verbal interaction (Dornyei, 2015). It is claimed that not only cognitive factors are involved in the process but also affective, motivational and personality variables can have an impact on EFL learning, specifically, classroom interaction. These host of factors are labelled Individual Differences (IDs). Thus, even in similar learning environments, students may experience great diversity in EFL classroom interaction (Delea, 2003). It is highlighted that students’ unique experiences must be considered in L2 studies since IDs can generate significant effects on human thinking, behavior, and educational achievement (Chen, 2013; Cooper, 2002; Eysenck, 1994; Snow et al, 1994). Hence, the main concern of this paper is exploring EFL teachers’ perceptions of the intersection between L2 strategic competence and one aspect of IDs, specifically, the personality variable extroversion-introversion as manifested in EFL verbal interactive communication. A sample of 30 Tunisian EFL was selected.  A semi-structured interview was employed to collect data. The current study reveals a significant divergence in teachers’ views on the impact of the construct extroversion/ introversion on students' L2 strategic competence in classroom practices.