Introversion/Extroversion & Teachers' Perception on Dominican EFL College Students' Performance = La Introversion/Extroversion vs. La Percepcion Profesoral en el Desempeno de Estudiantes Universitarios Dominicanos de Ingles como Lengua Extranjera
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| Title: | Introversion/Extroversion & Teachers' Perception on Dominican EFL College Students' Performance = La Introversion/Extroversion vs. La Percepcion Profesoral en el Desempeno de Estudiantes Universitarios Dominicanos de Ingles como Lengua Extranjera |
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| Language: | English |
| Authors: | Tavarez Da Costa, Pedro |
| Source: | Online Submission. 2012. |
| Peer Reviewed: | N |
| Page Count: | 28 |
| Publication Date: | 2012 |
| Document Type: | Multilingual/Bilingual Materials Reports - Research |
| Education Level: | Higher Education |
| Descriptors: | Foreign Countries, English (Second Language), Second Language Instruction, Second Language Learning, Extraversion Introversion, Academic Achievement, Correlation, Language Teachers, Teacher Attitudes |
| Geographic Terms: | Dominican Republic |
| Abstract: | This article discusses the relationship between introversion/extroversion and a student's performance (academic achievement) as perceived by Teachers of English as a Foreign Language in three regional centers of the Universidad Autonoma de Santo Domingo. There have been a great number of international studies already published to try to explain the effects of introversion/extroversion on the student's performance in foreign language learning, something, which from the teacher's perception have always been presumed, and assumed as an unquestionable fact. Although the results of many of the studies have often been labeled as contradictory, some of them show, however, a clear or positive correlation between language competency achievement and/or proficiency, some others do not. Among the reasons for subtracting validity from the referred studies various relevant variables might be cited, such as the validity of the assessment of the tools used, the academic environment in which the learning process occurs, and furthermore; the socio-economic, cultural, and gender factors. (Contains 1 table.) [Both English and Spanish versions of the document are included.] |
| Abstractor: | As Provided |
| Number of References: | 15 |
| Entry Date: | 2013 |
| Accession Number: | ED540938 |
| Database: | ERIC |
| Abstract: | This article discusses the relationship between introversion/extroversion and a student's performance (academic achievement) as perceived by Teachers of English as a Foreign Language in three regional centers of the Universidad Autonoma de Santo Domingo. There have been a great number of international studies already published to try to explain the effects of introversion/extroversion on the student's performance in foreign language learning, something, which from the teacher's perception have always been presumed, and assumed as an unquestionable fact. Although the results of many of the studies have often been labeled as contradictory, some of them show, however, a clear or positive correlation between language competency achievement and/or proficiency, some others do not. Among the reasons for subtracting validity from the referred studies various relevant variables might be cited, such as the validity of the assessment of the tools used, the academic environment in which the learning process occurs, and furthermore; the socio-economic, cultural, and gender factors. (Contains 1 table.) [Both English and Spanish versions of the document are included.] |
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