ABSTRACT
The role of the learners’ personality in learning English as a Foreign Language (EFL) has drawn the interest of researchers and educators. The present ex-post-facto study added empirical evidence of this issue by investigating whether extroversion and introversion affected the learners’ English proficiency. Seventy-five undergraduates majoring in English participated in this study and completed a questionnaire to find out whether they were extroverts, introverts, or ambiverts. They also took the Test of English Proficiency (TEP) to measure their language proficiency. The results indicated the English proficiency of the extrovert learners was not significantly different from that of the introvert or ambivert learners. On the basis of the findings, implications for the teaching of EFL and suggestions for further studies were presented.
