Abstract
Why do some ESL intermediate classes seem so energized while others seem so much more subdued? And why do even some of the most proficient students in our classes simply not perform to our expectations when asked an open-ended question? This short presentation will delve into the psychological dichotomy of extraversion (E) and introversion (I) to highlight its influence on student performance both inside and outside the classroom. By examining the nature of students' E-I preferences, teachers gain a more solid understanding of how ESL learners like to engage with others, thus allowing for more strategic lesson planning, team-building and scheduling of homework. The speaker also shares insights into how the E-I dichotomy impacts on student perceptions of teacher feedback in language correction and assignments. The presentation concludes with a shared assessment tool teachers can prescribe to help their students identify their own E-I preferences.
Author Information
Ronald Jones, Khalifa University of Science & Technology, United Arab Emirates
A Michael Riskus, The Petroleum Institute, United Arab Emirates
Paper Information
Conference: ACE2017
Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
This paper is part of the ACE2017 Conference Proceedings (View)
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