sadeghi, fatemeh

A Scoping Review of Published Literature from 2000 to 2025 on Extroversion an‎d Introversion in Relation to English Language Learning an‎d Teaching

The present scoping review examined 60 research articles published between 2000 an‎d 2025 on extroversion an‎d introversion in relation to English language learning an‎d teaching. The primary aim of the study was the identification of dominant research themes, methodological framework, key findings, limitations, an‎d implications for future research. The scope of the analysis was determined based on five inclusion an‎d exclusion criteria. The collected data were analyzed after examination of the whole studies through codification an‎d categorization of the data. The addressed studies covered introversion an‎d extroversion in relation to different language learning skills (i.e., speaking, writing, reading, listening, an‎d vocabulary), language learning strategies, cognitive an‎d psychological factors, as well as face-to-face an‎d online instruction. The key findings indicated inconsistent findings about the successfulness of introverted an‎d extroverted learners on their English language performance. Some of the studies showed positive relationship while others showed negative relationship. Additionally, a considerable number of the studies showed no significant relationship between personality types an‎d English language achievement. It was revealed that the good performance of English language learners is not only depend on their personality types. Methodologically, it was reported that quantitative designs were more preva‎lent than qualitative an‎d mixed-method design, with a heavy emphasis on questionnaire-based data. It was reported that among the 10 identified themes an‎d topics the majority of studies concentrated on the relationship between introversion/extroversion an‎d speaking skills, psychological factors an‎d learning strategies, while topics such as online learning an‎d vocabulary received less attention. The investigation of participants of the studies showed that most of them used adult EFL learners. Big Five personality model an‎d Eysenck’s theory were the most frequent theoretical frameworks that were used in the studies. The findings can increase teachers an‎d materials developers’ awareness of extroverted an‎d introverted personalities. They can accordingly better satisfy the language learning an‎d communicative needs of English learners with such personality types.