The Effect of Direct and Indirect Feedback Types on the Writing Performance of Extroverted and Introverted Learners in Online Teaching Environments
Zobeir Farokhzadi
zobair.farokhzadi@uniq.edu.iq
Abstract:
This study investigated the effects of direct and indirect feedback types on writing performance of extroverted and introverted learners in online teaching environments. First, the researcher administered the Oxford Placement Test (OPT) to 124 EFL learners and based on the OPT scores, 84 learners whose scores lay within the range of +/- one standard deviation from the mean were selected. Afterwards, the 84 students were given the Eysenck Personality Inventory (EPI). Based on the results, 45 extrovert learners were grouped into two sub-groups consisting of 23 and 22 learners. Moreover, 39 introvert learners were grouped into two subgroups consisting of 20 and 19 learners. Then, the four groups were given a writing pretest. Afterwards, two subgroups i.e., an extroverted and an introverted subgroup received direct feedback on their writing via providing them with direct comments from Microsoft word program. The other two subgroups were exposed to indirect feedback. After the treatment, the groups were given a writing posttest. The results of statistical analysis indicated that indirect feedback was significantly more effective than direct feedback on introverts’ writing performance. Moreover, direct feedback was significantly more effective compared to indirect feedback on extroverts’ writing performance. Furthermore, direct feedback was significantly more effective on extroverts’ writing performance than introverts. Additionally, indirect feedback was significantly more effective on introverts’ writing performance as compared to extroverts.
