THE IMPACT OF COMMUNICATIVE LANGUAGE TEACHING (CLT) ON INTROVERTED VS. EXTROVERTED LEARNERS' SPEAKING SKILLS
Abstract
In contemporary second language acquisition, Communicative Language Teaching (CLT) has emerged as the dominant methodological paradigm, prioritizing interactive communication, classroom socialization, and oral fluency. However, because foreign language classrooms are psychologically diverse, individual student personalities profoundly influence how pedagogical methods are received. This research paper provides a comprehensive analysis of the impact of CLT strategies on the speaking skills of introverted versus extroverted language learners, focusing specifically on Pre-Intermediate and Intermediate levels. While extroverted learners naturally thrive within the high-stimulus, interactive, and spontaneous framework of CLT, introverted learners often experience heightened foreign language anxiety, cognitive overload, and verbal marginalization during rapid-fire communicative tasks. This article explores the neurobiological profiles of introversion and extroversion, analyzes how traditional CLT classroom dynamics create an unintentional personality bias, and evaluates specific communicative activities such as role-plays, debates, and group tasks. Finally, the paper introduces actionable, balanced pedagogical frameworks—including structured wait-time, scaffolded pair work, and hybrid digital communication—designed to transform modern language classrooms into equitable spaces where both introverts and extroverts can maximize their oral proficiency and cross-cultural communicative confidence.