The Effect of Extroversion and Introversion Personality Traits on Writing Fluency; A Case Study of English Language Students of Resalat Campus

چکیده

Since language learning plays a crucial role in enhancing communication and promoting cultural understanding in today’s increasingly interconnected world. Of the four core language skills—listening, speaking, reading, and writing—writing is often seen as the most intellectually demanding. It not only requires a solid grasp of language structure but also the ability to express thoughts clearly and fluently. In this context, writing fluency—the ability to produce text smoothly, efficiently, and coherently—has become a key marker of effective language use.
At the same time, individual differences among learners, especially personality traits like introversion and extroversion, have been found to influence second language acquisition. These traits can affect how learners engage with language tasks and how they perform in different areas, including writing. Extroverts, who are typically outgoing and verbally expressive, may find writing tasks more approachable, while introverts, known for being thoughtful and reflective, might excel in tasks that demand structure and analysis. This study set out to examine how introversion and extroversion influence writing fluency in EFL learners. Thirty female undergraduate students aged 22 to 25 from the Resalat Campus of Farhangian University in Zahedan took part in the study. Their personality types were identified using the Myers-Briggs Type Indicator (MBTI), and their writing fluency was evaluated through an Argumentative test.
"Statistical analysis of the quantitative data was performed using SPSS software (version 27)."

The findings showed that extroverted learners outperformed their introverted peers in writing fluency, with a narrower score range and lower standard deviation, indicating more consistent performance. In contrast, introverted students displayed greater variability in their scores. These results suggest that personality traits—particularly extroversion—can positively impact fluency in argumentative writing.
The study concludes that taking personality traits into account can enhance writing instruction, and emphasizes the value of tailored teaching strategies that align with learners’ individual profiles. The findings have practical implications for language teaching, assessment, and learner engagement.