An investigation of the relationship between personality, anxiety and foreign language oral communication achievement in Taiwanese technology university students

THE PROBLEM: The purpose of this study was to examine the relationship (degree of correlation) among extroversion/introversion (E/I) personality scores, Foreign Language Classroom Anxiety scores (FLCAS), and classroom oral communication achievement scores. This study explored the extent to which FLCAS and E/I personality scores correlated with oral English performance for Taiwanese university students in an English as a Foreign Language (EFL) technical university setting. Affective learning variables such as foreign language anxiety and personality may have either favorable or adverse effects on oral performance. The present study aimed to provide clarification on the nature of this relationship, as it is hoped that the findings will shed light on possible interventions for students who may not be achieving their full potential in English foreign language learning.;METHOD: There were 99 Taiwanese non- English major freshmen in two oral communication English classes who participated in this study. Pearson correlation analysis was used to determine the relationship among extroversion/introversion (E/I) personality scores, Foreign Language Classroom Anxiety scores (FLCAS), and oral communication achievement scores. Bivariate correlations were employed between these factors on each of the instrument subscales. Descriptive statistics were calculated, and based on their inventory scores, the students were divided into two groups, introverts or extroverts. Groups were then compared through independent t-tests on the overall anxiety and oral communication scores and each of these instrument subscales.;RESULTS: The results of this study revealed that only language anxiety was a detrimental factor for EFL speaking performance. That is, language anxiety was significantly negatively correlated with oral language learning. Moreover, extroverts and introverts demonstrated different types of anxieties based on their personality type. Introverts tended to experience more test anxiety related to their fluency scores, while extroverts tended to experience more fear of negative evaluation and test anxiety related to their vocabulary scores. Hence, learners' anxiety levels and learning preference factors should be taken into account in the EFL classroom in order to attain better cognitive functions, which in turn may enhance foreign language acquisition.;This study illustrated that teachers should be trained to utilize their students' personality preferences so as to design more effective classroom activities. For instance, incorporating assignments utilizing computer-assisted instruction in English speaking courses may be one way to address student anxiety issues.