Introversion-Extroversion and Efl Proficiency among first year Students at Addis Ababa University
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Date
1998-01
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Addis Ababa University
Abstract
This study investigated the relationship between the introversion-extroversion tendencies
of first year students at Addis Ababa University and their proficiency in English as a Foreign
Language (EFL). It was hypothesized that in an ESLIEFL situation, introverted students would
attain higher English proficiency scores in reading, grammar and listening tests because of their
tendencey to prefer reading to talking, rules to examples, working alone to with others, figuring
things to talking to others. In order to test the hypothesis that introverts are more proficient in
English reading, grammar and listening, students from a randomly selected classes in the Science
Faculty and the College of Social Sciences completed a personality questionnaire (EPI) and 45
subjects from the Science Faculty and 49 from the College of Social Sciences took an English
proficiency test that was designed and formatted on the basis of examination papers normally
prepared by the Department of Foreign Languages and Literature (DEFLL).
The hypothesis that introverts are more proficient in English reading, grammar and
listening tests was not supported. The average score comparison showed that extroverts (both
males and females) scored higher than introverts. No significant age difference was observed
between introverts and extroverts.
Although the correlation coefficient value showed a significant inverse relationship
between introversion-extroversion and English proficiency test scores in grammar and listening,
the insignificant correlation coefficient values for the relationship between introversionextroversion
and reading as well as the total English proficiency test score are taken as evidences
for the absence of significant relationships. These findings are discussed with respect to
psychological and cultural factors that are predominant in Ethiopian society.
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Proficiency among first year Students