Fostering extrovert-introvert EFL learners’ vocabulary learning and retention through reading aloud technique

2022 IJRSE – Volume 11 Issue 8

Available Online:  21 April 2022


Darvishi Koolai, Zahra
Department of English Language and Literature, Ayatollah Amoli Branch, Islamic Azad University, Ayatollah Amoli, Sari, Iran (


Vocabulary is the most basic section in language learning process. Reading aloud technique is a common technique in teaching reading skill. The present study tried to investigate the effectiveness of teaching English using reading aloud technique towards extrovert/introvert EFL learners. However, 45 intermediate learners were selected as samplings to conduct the research based on reading aloud technique in order to assess the learner’s capability of learning and understanding English language focused on vocabulary learning and retention. The Oxford Placement Test (OPT) and extraversion and introversion questionnaire were used to homogenize the EFL learners. In order to carry out the procedure of the present study, the researchers selected six reading passages. The treatment procedure involved that the teacher taught reading text based on reading-aloud strategy. The teacher read the text and new determined words with a loud voice. At the end of this session, the participants should find the meaning of the words with the teacher’s assistance and answer the reading comprehension questions. After collecting and analyzing the data through pre- post- and delayed posttests, two results were obtained: a) reading aloud technique does not have any meaningful differential effect on extrovert-introvert EFL learners’ vocabulary learning. b) there is not any significant difference in extrovert-introvert EFL learners’ vocabulary retention in delayed post-test.

Keywords: reading skill, reading aloud, extraversion, introversion



Cite this article:
Darvishi Koolai, Z. (2022). Fostering extrovert-introvert EFL learners’ vocabulary learning and retention through reading aloud technique. International Journal of Research Studies in Education, 11(8), 79-86.