INTROVERTED AND EXTROVERTED STUDENTS’
PERCEPTIONS OF EMERGENCY REMOTE LEARNING
Christine Pemberton
Kanda University of International Studies
ABSTRACTThe communicative language learning classroom caters to extroverted students
who thrive on social interaction. Introverts generally learn better throughindependent analysis and reflection and can struggle to keep up in social learning
environments. However, the sudden advent of emergency remote teaching due tothe 2020 pandemic changed the way language classes were delivered. Classes thatwere meant for a face-to-face context were adapted into synchronous andasynchronous online lesson formats, lessening the amount of social interaction
required of students. This study examines how introverted and extroverted students
experienced emergency remote learning (ERL). A pilot survey was used to determine
students’ personality type and their perceptions of the ERL experience. Results
showed that introverts were more comfortable with asynchronous online lessons
than synchronous ones, opposite to extroverts. This tentatively indicates thepotential benefit of integrating some online components into language learning
courses in the future. However, more investigation on a larger scale is needed.
INTRODUCTION
The typical language classroom today is based on a communicative approach and requires a
great deal of social interaction. Research has shown that this style of learning is suitable for
extroverted students, but introverts can struggle to adapt to and even be adversely affected by
the demands of an active learning environment (Green, 2018). The 2020 pandemic created an
unexpected need to switch to emergency remote teaching (ERT), obliging language teachers at
many universities in Japan to experiment with using synchronous and asynchronous online
classes. While the sudden switch was not an ideal situation, it did create more opportunities forthe autonomous learning activities that introverts desire. It also created an opportunity forteachers to think differently about how language lessons could be carried out in the future. The
aim of this paper is to explore ways in which to do this.
LITERATURE REVIEWIntroverts and extroverts in the language classroom
The terms “introvert” and “extrovert” were originally coined by Carl Jung (Jung, 1924/2016). The
two personality types are distinguished by how they restore energy. Extroverts gain energy
through social interaction, while introverts find socializing with large groups to be an energy
drain. This is due to genetic rather than environmental reasons, specifically the fact that44

introverts have a higher baseline of cortical arousal and are more sensitive to dopamine than
extroverts (Eysenck, 1967). As such, extroverts are “underaroused” and seek stimulation byturning to the outside world, while introverts are “overaroused” and turn inward to restore
energy (Briggs Myers, 1998).
This difference in the way energy in introverts and extroverts is restored creates distinct ways ofengaging with the world. Compared with extroverts, introverts are able to stay on task for longer
because they take in and process information before acting on it, and they often continue toprocess information even after extroverts have moved on. Introverts also tend to be more
introspective and excel at communicating through writing rather than speaking. Thoughintroverts may be seen as “asocial,” they tend to be good listeners and enjoy long, in-depth
conversations, whereas extroverts may be seen speaking with a variety of people in a shortperiod of time (Condon & Ruth-Sahd, 2013). Thus, introverts restore energy not only throughisolation but by connecting with small groups of trusted individuals on a deeper level (Dembling,2012).
Introverts and extroverts have distinct ways of engaging in the language classroom. Extroverts
have an edge over introverts in an active learning environment because they get energy fromsocial interaction (Green, 2018). Introverts, however, perform better with input-based
instruction (Altunel, 2015), require more time to process and reflect on information, and prefer
to observe before participating (Green, 2018). They have been shown to do well with alternativemeans of participating such as electronic response systems, which are more introspective innature than verbal communication (Sawang, O’Connor, & Ali, 2017). While introverts may beable to adapt to the demands of an active learning classroom to some extent (Condon & RuthSahd, 2013), “if a student’s personality and learning environment do not fit, the possibility existsthat academic performance and learning could suffer” (Green, 2018, p. 31). Due to their differingexperiences in the traditional classroom, introverts and extroverts may also experience ERT
differently, as will be explored in this study.
The Eysenck Personality Questionnaire
The Eysenck Personality Questionnaire is a psychological testing tool that measures three
dimensions of personality: extroversion/introversion, neuroticism, and psychoticism. The first of
the three is the focus of this study and measures if respondents are more extroverted (social,
impulsive, and outgoing) or more introverted (reserved, quiet, and controlled) (Educational &Industrial Testing Service, n. d.). The questionnaire also includes a lie scale, which calculates
respondents’ tendency to select more socially acceptable answers, allowing less truthfulparticipants to be eliminated. The present study uses a shortened, 24-item version of the originalquestionnaire called the Abbreviated Form of the Revised Eysenck Personality Questionnaire,or EPQR-A (Francis et al., 1992).
Distance learning and emergency remote teaching
While emergency remote teaching (ERT) may take place online, it is not to be confused with
online learning. Online learning courses are carefully constructed, taking into consideration the
different dimensions and options needed to create a robust “ecosystem” of co-curricular45

resources to support learners. ERT, on the other hand, is “a temporary shift of instructionaldelivery to an alternate delivery mode due to crisis circumstances” (Hodges et al., 2020, p. 6).
While a typical online learning course takes six to nine months of development, ERT courses canrequire a shift from all face-to-face to all online in a matter of weeks. It is therefore important todistinguish between the two modes because, while they do share some similar qualities, one
cannot be considered representative of the other.
Distance learning in general bears some stigma as being inferior to face-to-face education(Bawa, 2020). Students have been shown to prefer face-to-face lessons to online ones due togreater instructor support (Smith Jaggars, 2014) and interactive capacities (De Veas et al., 2020).
However, Bawa (2020) argues that the value of ERT cannot be judged in the same way as online
learning because it shares some of the features and practices of face-to-face learning while
being delivered in a remote context. It is therefore important to understand student perceptionsof ERT in particular as its own unique experience.
Regarding student experiences with ERT, learners in a study by Bawa (2020) found theexperience to be very difficult due to the increase in responsibility that they were forced toundertake in managing their own learning. However, this did not lead to a negative impact on
students’ grades but instead forced them to work more conscientiously than usual in order topush through the course. According to Bawa (2020, section 4.2, para. 2), “In the context oflearning, students are significantly more engaged and concentrate much harder when presented
with unique, unprecedented challenges in their learning.” It seems that students were able tosucceed academically not in spite of but because of the adverse circumstances created by the
pandemic.
Previous studies have examined student perceptions and performance in online courses. In a
study by Rush (2015), many students stated that the best aspect of distance learning was its
flexibility, while its worst aspect was the sense of isolation from the educational community.
Students most commonly named increased contact and communication along with better
access to resources as the aspects that would most improve their experience. However, moreautonomous learners may have less of a need for communication and vice versa (Moore, 2013).
In another study of a one-off asynchronous lesson delivered to students in an otherwise all faceto-face EFL course, students found the asynchronous class to be less motivating and said that it
failed to provide opportunities for language output (De Veas et al., 2020). Regardless of theirperceptions, there is some evidence that students’ performance is not affected by the mode ofdelivery (online or face-to-face) but that cumulative GPA is a greater predictor of success (Wilson& Allen, 2011).
While online learning and ERT each have general advantages and disadvantages, their impact
on introverted and extroverted students in particular has been largely unexplored. The sudden
advent of ERT in 2020 has provided an opportunity to understand how learners’ personality
impacts their perceptions of ERT as a mode of learning. Insight gained from this experience may
inform the potential benefit of including some online components in language learning courses
in the future.

46

METHODSThis study utilized a mixed-methods approach in the form of a pilot survey given to students
that included both closed- and open-ended questions to gather both quantitative andqualitative data.
ParticipantsParticipants in the study were 15 freshman English majors with varying English ability levels. Allof the students had participated in ERL for one full school year and had experienced few or noclasses on campus. Students participated in both synchronous and asynchronous online lessons(roughly a 50-50 ratio in the author’s classes).
Instrument
All data for the study was collected through a survey given to students at the end of the school
year. The survey included items about both personality and online learning experience. The
personality items were based on the EPQR-A (Francis et al., 1992). Answer options werechanged from the original yes/no format to a Likert scale to account for the varying intensitiesof human experience. Some questions were reworded slightly in order to make them easier forlearners to answer. Otherwise, the questionnaire was left intact.
For the online learning section, students were required to agree or disagree with statements
about their learning experience using a Likert scale from 1-5. Multiple choice answer options
were also provided for one question about the frequency of seeking speaking practice
opportunities. Some optional open-ended questions were also included at the end to allow for amore qualitative understanding of students’ experiences.
Data analysis
When analyzing the quantitative data, three students who averaged above 3 on the lie scale
were deemed to be unreliable and were removed from the study, leaving 12 remaining
participants. Each remaining respondent was labelled as “more introverted” or “moreextroverted” according to whether their average response fell below or above 3 on the
personality scale. For both of these personality trait groups, the average score and the standard
deviation for each of the online learning questions was calculated. The answers for the prompt,“I found opportunities to practice speaking English outside of class” were totaled (rather than
averaged) and analyzed separately because of the multiple choice answer format.
For the open-ended questions, students’ responses were read and coded by grouping the sameor similar responses together. The number of students who gave each response within each
personality trait group was counted in order to compare differences between groups. Some
individual answers were also examined in more detail in order to get a deeper insight into
students’ personal experiences.
Students’ responses to the survey were used to answer the following research questions:47

1. How do personality factors correspond to students’ comfort level with synchronous
lessons?
2. How do personality factors correspond to students’ ability to learn independently
through asynchronous lessons?
3. How do personality factors correspond to students’ ability to deal with social isolation?
4. How do personality factors correspond to students’ tendency to seek out practice
opportunities outside of class?
RESULTS
Scaled question responses
Students’ attitudes toward each aspect of ERL, according to personality trait, are shown in Table
1.
Table 1: Average response for each learner personality trait (scale of 1 (lowest) – 5 (highest))
N

Comfortwith Sync
Lessons

More
Introverted

4

More
Extroverted

8Personality
Trait

SD

Comfortwith Async
LessonsSD

Difficultywith Async
Lessons

2.75

0.05

4.25

0.96

3.38

1.33

2.75

1.28

SD

EnjoymentofWorking
Alone

SD

4.75

0.05

3.75

1.26

4.5

0.93

3.13

0.64

SD

Desire to
Meet
Classmates

1.75

0.96

2.63

1.06

The results indicate that students’ tendency toward introversion or extroversion was linked tovaried perceptions of ERL on average. Extroverts were much more comfortable withsynchronous lessons than introverts, while the opposite was true with asynchronous lessons.
Neither group indicated much difficulty with asynchronous lessons, though extroverts had moredifficulty than introverts. Both groups had a strong desire to meet classmates, with introverts
showing a slightly stronger preference. Introverts and extroverts both expressed an enjoymentof having increased time to work alone, with introverts enjoying this more on average.
Next, the frequencies with which students sought opportunities to practice speaking English
outside of class are shown in Table 2. One student, who was more introverted, did not answer
this question on the survey and is therefore not included.
Table 2: Students’ frequency of practicing speaking outside of class
Personality
Trait

N

Never

A Few Times aYear

1-3 Times a
MonthOnce a Week

Several Times a
Week

Number of Responses in Each Personality Trait Group
More
Introverted

3

1

1

0

0

1

48

More
Extroverted

8

1

0

2

3

2

Overall, extroverts tended to seek out speaking opportunities more frequently than introverts,
though one introvert did practice speaking several times a week.
Open-ended question responses
The results for the open-ended survey questions reveal that generally the same answers were
popular amongst the majority of students, with some variation in relation to personality traits.
The first open-ended question was, “What did you like about taking synchronous lessons?”
See Table 3 for the distribution of students’ responses according to personality traits.
Table 3: What students liked about taking asynchronous lessons
Personality
Trait

N

Time Flexibility

Feel More
RelaxedUnderstandContent Deeply

Nothing

No Answer

Number of Responses in Each Personality Trait Group
More
Introverted
More
Extroverted

4

3

0

1

0

0

8

4

2

0

1

1

The flexible timing of asynchronous lessons was the most popular answer, especially among
more introverted students. Some students also remarked that they felt more relaxed or could
understand content more deeply in these lessons. One more introverted student felt thatcomprehension was easier without the time constraints of synchronous learning and thatasynchronous lessons allowed for deeper absorption of the material. According to this student:
It is easy to review the content of the class because the content remains in some form. I
can spend more time on the parts that I feel I don't understand, which improves myunderstanding more than synchronous learning. I can spend as many hours as I want on
assignments until they are due, which allows me to submit higher quality assignments.
In the case of assignments that had to be submitted in class (synchronous classes), I was
not able to work on them in depth, and most of them were not beneficial to me because
I was too busy trying to get through the class. Therefore, non-synchronous classes aresuperior to simultaneous classes in terms of class comprehension. (translated fromJapanese)
Next, students were also asked, “What did you dislike about taking asynchronous lessons?” See
Table 4 for their responses.
Table 4: What students disliked about taking asynchronous lessons
49Personality
Trait
More
Introverted
More
Extroverted

Not
Motivating/N
BoringLack of
Loneliness/
Classmate/
Desire to
Wi-Fi
Nothing
Teacher
Meet
Problems
SupportClassmates
Number of Responses in Each Personality Trait GroupNo Answer

4

0

0

2

1

1

0

8

3

3

1

1

0

1

In this case, answers centered mainly on the isolated nature of asynchronous lessons andincluded feeling bored or unmotivated, having a lack of support from classmates and teachers,
and feeling lonely or wanting to meet classmates. Wi-Fi problems were also mentioned. The
former two aspects were especially prevalent among more extroverted students.
Next, students were asked, “What did you like about taking synchronous lessons?” Answers areshown in Table 5.
Table 5: What students liked about taking synchronous lessons
Personality
Trait

N

Interacting
Easy to Get
with
Ready forClassmatesClass
and Teacher

Practicing
Speaking Less Nervous
SkillsLongerLearning
Time

No Answer

Number of Responses in Each Personality Trait Group
More
Introverted
More
Extroverted

4

1

1

0

1

1

0

8

4

2

1

0

0

1

Students listed benefits including the ability to interact with others, the ease of getting readyfor class, the chance to practice speaking, being less nervous than in face-to-face lessons, andhaving a longer time to learn than in asynchronous lessons. The benefit of interacting withothers was more popular among extroverted students. One more introverted student felt thatspeaking in front of others was less nerve-wracking online than in face-to-face lessons. The
student remarked:
I was less nervous speaking on Zoom than in face-to-face class. Even with the camera
on, I didn’t feel nervous. For me, who is completely new to English presentations, I was
glad that I was able to have a cushion by giving presentations and remarks on Zoom
rather than suddenly in face-to-face lessons. (translated from Japanese)
The next question was, “What do you dislike about taking synchronous lessons?” Replies areshown in Table 6.

50

Table 6: What students disliked about taking synchronous lessons
Wi-Fi Problems
Personality Trait

Other

No Answer

N
Number of Responses in Each Personality Trait Group

More Introverted

4

0

4

0

More Extroverted

8

3

4

1

Students gave such a wide variety of responses that, other than Wi-Fi problems, they mostly
were not possible to group into different categories. Answers included:
Introverts● feeling nervous● confusion when different people speak at the same time
● some students blaming poor Wi-Fi connections in order to cheat● being required to get up early
Extroverts● difficulty keeping up with the pace of the class● difficulty concentrating● not knowing who is looking at you● being required to talk when not wanting to do soWhile answers varied, it appears that some students found synchronous lessons disorienting,stressful, or confusing. There were no clear differences between introvert and extrovert groups.
Next, students were also asked, “What types of English activities did you take part in outside ofclass?” Their responses are displayed in Table 7.
Table 7: Speaking activities students did outside of class
Personality
Trait

None
N

Talking with School Events/
Teachers
Activities

Talked with
Foreign
Friends

No Answer

Number of Responses in Each Personality Trait Group
More
Introverted
More
Extroverted

4

3

1

0

0

0

8

3

2

2

1

1

Six of the 12 students surveyed said that they did not participate in any speaking activities
outside of class. This was especially common among the more introverted students. Those who
did seek out practice opportunities did so by talking with teachers, participating in school
activities, and/or talking with foreign friends.

51

The last question was, “If you felt lonely or isolated during this school year, how did you deal
with it?” Table 8 shows students’ responses.
Table 8: How students dealt with loneliness and isolation
Personality Trait N

Talked with
Friends orFamilyTalked withNew Friends at
School

Focused on
HobbiesDidn’t Feel
LonelyNo Answer

Number of Responses in Each Personality Trait Group
More
Introverted
More
Extroverted

4

2

1

2

0

0

8

4

1

1

1

1

Students’ most common way to deal with the isolation of ERT was to talk with their friends orfamily. Other answers included talking with new friends made at school and focusing on
hobbies. One extroverted student said that they did not feel lonely. In addition, one student who
was more introverted said that having group work with other students that required meetingoutside of class was a valuable way to get to know classmates. In this student’s words:
In each class, there were presentations, group work and pair work, and the teachers
decided the members of these groups. As a first year student, it was painful to be
assigned to a pair because I didn't have any acquaintances or friends yet, but I was
grateful that the teachers did so. I was also able to make friends and keep in touch withthem outside of class and ask for advice as we completed assignments in those small
groups. Since we were only able to meet at the university once, we were not able to get
to know each other any better, but the work was a good opportunity for us. (translated
from Japanese)
DISCUSSION
This section will further explore the results in the context of the research questions posed as wellas address the study’s limitations.
Research questions
How do personality factors correspond to students’ comfort level with synchronous lessons?
Students who were more extroverted showed a stronger preference for synchronous lessons
than their counterparts. This may be due to the fact that synchronous online lessons mimic theface-to-face active learning classroom and therefore have similar conditions such as less time toreflect and observe and more time spent engaging in social interactions. These aspects havebeen shown to be challenging for introverts (Green, 2018), and the introverts in this study are no
exception. However, these results indicate that including more synchronous lessons in online
courses could make them more satisfying for extroverts who tend to rely on socio-affective
strategies to learn language (Wakamoto, 2009).
52

Although this study did not seek to compare synchronous online and face-to-face lessons, one
introverted student stated that synchronous online lessons were less stressful than face-to-facelessons when it came to speaking and giving presentations. It may be helpful to further explore
the use of synchronous online lessons as a way to ease student anxiety when doing
communicative activities.
How do personality factors correspond to students’ ability to learn independently throughasynchronous lessons?
Asynchronous lessons were more comfortable for students who were more introverted.
Students generally did not find asynchronous lessons very difficult, but they were more difficult
for those who were more extroverted. These results are unsurprising given that introverts tend
to use more cognitive strategies when learning a language (Kayaoglu, 2013). They may feel
depleted by the social aspects of active learning and prefer to use their energy on analyzing,
memorizing, and problem solving. In this study, introverted students in particular named “timeflexibility” as the best aspect of asynchronous lessons, which is in accordance with their desire
for more time to process and reflect on information (Green, 2018).
How do personality factors correspond to students’ ability to deal with social isolation?
Feeling isolated is a common issue with online students (Rush, 2015). The students in this study
expressed a strong desire to meet their classmates. At the same time, both personality traitgroups indicated, on average, positive feelings about having more time to study alone thanusual. These feelings were slightly more positive among introverted students. Students also
found a variety of ways to deal with feeling isolated, though it is unclear from the results how
these strategies correspond with personality traits. The findings indicate that meetingclassmates in person is a valued aspect of language education for students, but having someasynchronous classwork is also appreciated by students who want more time to absorb thematerial.
How do personality factors correspond to students’ tendency to seek out practice
opportunities outside of class?
Only half of students sought opportunities for speaking practice outside of class, and extroverts
in particular tended to practice more frequently than introverts. In previous studies, students
have named lack of opportunities for language output as a downside of online learning (De Veas
et al., 2020). Based on the present study’s results, it is apparent that certain students do not findways to practice speaking if not required to do so in class, even when the school provides themthrough extracurricular activities. According to Rush (2015), students who struggle withisolation also tend to have a higher perceived difficulty with accessing information andresources. It is recommended that online learning or ERT language programs not only offer
ample speaking practice opportunities but also teach students how to seek those opportunities
outside of class or even to require them to do so for class credit.
Limitations

53

The findings of this study cannot be generalized to a larger population due to the very small
number of respondents. This is merely a pilot study meant to explore the need for a larger-scale
investigation into the intersection of personality and ERT.
CONCLUSION
Until recently, typical language learning contexts in Japan have consisted solely of face-to-facelessons. The advent of ERT as a result of the 2020 pandemic has created the opportunity to
explore how language learning works online, offering insight into how online learning could be
utilized in the future. Given how much personality impacts students’ experiences of language
learning in a typical face-to-face active learning classroom, it is valuable to examine whether
incorporating some online learning components into typically face-to-face programs could
benefit certain types of students.
This study has measured students’ perceptions of their experience of online learning andexplored how these perceptions relate to personality traits. The results indicate that personality
may impact students’ ERT experience. Introverted students in particular may benefit fromhaving at least some online course components (both synchronous and asynchronous) in order
to better match their learning style and comfort level. However, teachers should be aware of thedanger of losing opportunities for speaking practice if utilizing too many asynchronous lessons.
More research is needed to determine a balance of face-to-face and online lessons that could
best accommodate all personality types and their diverse needs.
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