Résumé:
Speaking is considered as one of the important skills that is necessary to be mastered in learning a target language. Therefore, classroom participation seems to be one of the primary means of getting foreign language learners more engaged in speaking activities. Hence, one of the current discussions in second language acquisition research is that psychological traits strongly affect the speaking process and influence learners’ oral performance. Thus, the present study aims at exploring the relationship between personality trait, namely, introversion-extroversion, and a classroom oral speaking performance. It also aims at highlighting the role of learners’ personality trait in preventing or encouraging participation in speaking activities. Moreover, the dissertation in hand intends to unveil which type of speaking activities that helps better the introvert and extrovert learners perform better while speaking. Additionally, the study explores the factors behind extroversion-introversion in oral expression module sessions. Accordingly and to achieve the aim of the research, the methodology adopted in this study is a descriptive one, relying on a questionnaire, a stimulus recall interview and classroom observation checklists as data collection tools. The results obtained showed that there is indeed a strong relationship between students’ personality type and speaking performance. Other findings of this study unveiled the truth that anxiety, shyness, and nervousness are the main factors that lead introvert learners to be more reticent to speak in the classroom
