The Impact of Students’ Personality Traits Toward Speaking Skills

Abstract

This study aimed to examine the effect of personality traits, extroversion and introversion, on students' speaking skills. This study used a correlational method with a quantitative design with 64 sample students of semester four, English Education Program of Universitas Islam Riau. Utilizing the Eysenck Personality Questionnaire (EPQ), students were classified into extroverted and introverted groups, and their speaking skills were evaluated based on pronunciation, grammar, vocabulary, fluency, and understanding. The results indicated that 71.88% of students were extroverted and 28.12% were introverted. Introverted students got a higher average speaking score (56.67) compared to extroverted students (51.41), statistical analysis showed that neither personality trait significantly affected speaking skills. The distribution of speaking skills affected personality traits for only 1% of extroverted and 0.9% of introverted, with both results statistically insignificant. The study concluded that educational strategies should not focus solely on personality traits but consider other factors such as motivation, learning strategies, and instructional quality. Keywords: Personality Traits; Speaking Skills

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JOURNAL OF APPLIED LINGUISTICS
Vol. 4 No. 1 , July 2024
e- ISSN 2809 - 1922 , p-ISSN 2809 - 1914
Available online at:
https://journal.eltaorganization.org/index.php/joal/index
Published by English Lecturers and Teachers Association (ELTA)
Copyright © 2024, authors
DOI: 10.52622/joal.v4i1.240 96
Journal of Applied
Linguistics
JoAL
The Impact of Students’ Personality Traits Toward Speaking Skills
Missi Tri Astuti
Universitas Islam Riau, Indonesia
Email: missitriastuti@edu.uir.ac.id
Abstract
This study aimed to examine the effect of personality traits, extroversion and
introversion, on students' speaking skills. This study used a correlational
method with a quantitative design with 64 sample students of semester four,
English Education Program of Universitas Islam Riau. Utilizing the Eysenck
Personality Questionnaire (EPQ), students were classified into extroverted
and introverted groups, and their speaking skills were evaluated based on
pronunciation, grammar, vocabulary, fluency, and understanding. The results
indicated that 71.88% of students were extroverted and 28.12% were
introverted. Introverted students got a higher average speaking score (56.67)
compared to extroverted students (51.41), statistical analysis showed that
neither personality trait significantly affected speaking skills. The distribution
of speaking skills affected personality traits for only 1% of extroverted and
0.9% of introverted, with both results statistically insignificant. The study
concluded that educational strategies should not focus solely on personality
traits but consider other factors such as motivation, learning strategies, and
instructional quality.
INTRODUCTION
The proficiency of speaking skills in English is a critical component of language learning,
particularly for students in higher education (Saptiany & Prabowo, 2024). Each learner has a distinct
learning style. They employ their preferred learning approach to develop their knowledge and skills
while studying English. They acquire knowledge by doing, hearing, or watching something (Jannatul
Jannah & Kasyulita, 2023). This is especially pertinent for those enrolled in English education
programs, where the ability to communicate effectively in English is both a goal and a measure of
their academic success. It demonstrates that English is utilized not only to communicate but also to
compete globally. In terms of science, English is one of the courses used throughout the education
system, such as in senior high school, where it is a required subject. On the other hand, it is also used
as local material, particularly in elementary schools (Syaripuddin, 2022).
Personality plays a significant role in language acquisition and proficiency (Ramadhani et al.,
2023). Theories of personality such as the Big Five personality traits (openness, conscientiousness,
extraversion, agreeableness, and neuroticism) offer a framework for understanding how different
personality dimensions can impact learning behaviors and outcomes. For instance, extraversion is
often associated with greater verbal communication, risk-taking in conversation, and higher levels of
classroom participation, all of which can enhance speaking skills. Conversely, introverted students
might face more challenges in speaking due to anxiety or reluctance to engage in verbal interactions
A R T I C L E I N F O
Article history:
Received June 18, 2024
Revised June 24, 2025
Accepted July 3, 2024
Available online July 5, 2024
Keywords:
Personality Traits; Speaking
Skills

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(Rothmann & Coetzer, 2023). Additionally, openness can influence a student’s willingness to
embrace new learning experiences and linguistic challenges, thereby impacting their speaking
abilities (Bakhtiar & Suwandi, 2022).
Research on the relationship between personality traits and language learning has produced
varied results, highlighting the complex dynamics at play (Erton, 2010), (Gu, 2023). Some studies
suggest that certain personality traits can either facilitate or hinder language learning, including
speaking proficiency. In the context of Universitas Islam Riau, this relationship warrants exploration
to tailor pedagogical approaches that can accommodate diverse student personalities and maximize
their speaking capabilities. Understanding these dynamics is crucial for educators aiming to foster a
supportive learning environment that nurtures the speaking skills of all students, regardless of their
personality types.
Speaking skills in a second language are influenced by multiple factors including
psychological, social, and linguistic elements. Psychological factors such as self-confidence, anxiety,
and motivation significantly impact speaking performance (Bakhtiar & Suwandi, 2022). Social
factors like peer interactions, classroom environment, and teacher support also play a crucial role.
Linguistic factors, including vocabulary knowledge, pronunciation, and grammatical accuracy, are
fundamental indicators of speaking proficiency (Ghafar & Raheem, 2023), (Al Awlaqi & Ghozali,
2023). Effective speaking involves the ability to express thoughts clearly and coherently, respond
appropriately in conversations, and use language fluently and accurately (Leong et al., 2017),
(Derakhshan et al., 2016a). This study, however, limited its analysis to the impact of students’
personality trait toward students' speaking performance.
According to (K. Kusumarasdyati, 2022) extroverts replenish energy by mingling and
conversing with others. They believe that chatting to people is more stimulating, which is why they
appear to speak frequently. In contrast, introverts find chatting with a group of people exhausting
their energy. They can refuel by separating from others and reflecting alone.
Extroverted personalities can behave in large groups, exhibit more open emotional states, prefer direct
action over daydreaming, take chances, act without much thought, and be inconsistent (Nuralfiah &
Suwarti, 2021).
There are seven components of the extroversion dimension of personality as stated by Eysenck
in (Maharani, Esty, 2017) as they are activity, sociability, risk-taking, impulsiveness, expressiveness,
pragmatism, and irresponsibility. People that are very active are gregarious and fast to get started on
several chores. High sociability people are easy to get along with, enjoy going to social gatherings,
and do well in welcoming settings. Extreme risk-takers look for hazardous circumstances and take on
hazardous tasks without thinking about their safety. Impulsive people behave impulsively and make
snap decisions without careful consideration. People who are expressive openly display their feelings,
including joy, sorrow, rage, and terror. Practicality-oriented people are impatient with abstract
pursuits and prefer concrete work. Lastly, irresponsible people detest having formal responsibilities
and are typically lively yet negligent in social situations.
An introvert is a person who finds their energy in spending time by themselves, focusing on
themselves, and enjoying quiet, private moments with a select group of friends (Selvianita Rahayu,
2020). According to (Taiyeb, 2019) introversion is the inclination to concentrate on one's inner world.
People who are introverted are typically quiet, thoughtful, and uninterested in social situations. They
like to read, write, ponder, and create. These are hobbies that they can do by themselves or with one
other close friend.
According to Eysenck in (Maharani, Esty, 2017), the extrovert dimension serves as the
foundation for seven different characteristics of personality. They are unsociable behavior, inaction,
caution, inhibition, controlled behavior, introspection, and responsibility.
To speak is to participate in the act of creating and transmitting meaning using a context-

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specific lexical and symbolic toolbox. Speaking is the most effective form of oral and aural
communication (Ardian et al., 2023). According to Derakhshan et al., (2016) Speaking is a
production skill classified into two categories: accuracy and fluency. Accuracy is the use of
vocabulary, grammar, and pronunciation through various tasks, but fluency is "the ability to keep
going when speaking spontaneously.
Speaking skills has several indicators to be assessed. Speaking skill can be assessed through
a rubric assessment called The Competent Speaker.(Mega & Sugiarto, 2020). According to Dunbar
et al., (2006) identified eight criteria for evaluating a competent speaker: selecting and focusing
topics, delivering specific purposes, providing supporting materials, utilizing appropriate drafting
patterns, using proper language, varying levels, tone, and vocal intensity, using appropriate fluency,
grammar, and pronunciation, and maintaining a supportive physical attitude.
The fourth-semester students at the English Education Department of Universitas Islam Riau
face several challenges as they transition from foundational language skills to more advanced and
nuanced forms of communication. One major problem is anxiety, which can significantly hinder their
ability to speak confidently in front of peers and instructors. This anxiety is often exacerbated by fear
of making mistakes or being judged, which can lead to reluctance in participating in speaking
activities. Another issue is the variability in students’ prior exposure to English, resulting in differing
levels of vocabulary, pronunciation, and overall fluency. Students with less exposure may struggle
more with advanced speaking tasks compared to their peers.
Furthermore, the classroom environment and peer dynamics can either support or impede
speaking practice. In a highly competitive or unsupportive atmosphere, students might feel
intimidated or reluctant to engage in speaking activities. Additionally, insufficient feedback or lack
of encouragement from instructors can leave students uncertain about their speaking abilities and
unsure of how to improve. Lastly, limited opportunities for real-life practice outside the classroom
can restrict students' ability to apply their speaking skills in diverse contexts, further inhibiting their
progress.
This study addressed the gap in understanding how personality traits influence speaking skills
among English education students. It seeks to contribute to the body of knowledge in language
education by providing empirical evidence from the specific context of Universitas Islam Riau. By
identifying the ways in which personality affects language performance, educators can better support
students in overcoming challenges and leveraging their strengths, leading to more effective and
personalized teaching strategies. Understanding the factors and indicators of speaking skills, along
with the impact of personality traits, will enable the development of more tailored and effective
pedagogical approaches.
The aim of this study was to analyze if there was any effect of students’ personality traits of
extrovertion and introvertion on students’ spekig skills and if there were any differences effect of
those two personality traits.
METHOD
This study used a correlational method with a quantitative design. Correlational approach
employs the correlation statistical test to define and quantify the link between two or more variables.
In other words, it is utilized to determine the correlation between two or more variables
(Senthilnathan, 2019). This study looks at the link between two factors. The independent variable
was students' studenys’ personality traits, while the dependent variable was their speaking skill.
The population of this study was all students of the English Education Department of
Universitas Islam Riau. The population was 64 students of the fourth-semester which were taken by
using a purposive sampling technique.

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This study used the Eysenck Personality Questionnaire (EPQ) to measure students' personality
traits (introverted and extroverted) through a closed questionnaire format, where respondents selected
answers from provided options ) (Caruso, J. C., Witkiewitz, K., Belcourt-Dittloff, A., & Gottlieb, J.
D, 2001). The EPQ, consisting of 56 items of questions, assesses various traits such as activity level,
sociability, risk-taking, impulsiveness, expressiveness, practicality, and responsibility. Extroverts are
generally active, sociable, risk-taking, impulsive, expressive, practical, and dynamic, while introverts
tend to be inactive, prefer solitude, prioritize safety, think carefully before acting, and are
introspective, theoretical, and conscientious.
The questionnaires were assessed using a Likert scale rating, which included five response
options: Strongly Agree (5), Agree (4), Undecided (3), Disagree (2), and Strongly Disagree (1), based
on the scoring system outlined by (Sugiyono, 2012)
A series of speaking tests designed to assess the students’ speaking skills including
pronunciation, grammar, vocabulary, fluency, and comprehension. The oral test was administered
once after students completed the questionnaires and involved a conversational exchange situation
where students developed sentences based on a given pattern. The test was evaluated based on five
criteria: pronunciation, grammar, vocabulary, fluency, and understanding (Lazaraton, A, 2001). Each
scored on a scale from 1 to 5 as follows: Pronunciation (5: few traces of foreign accent, 1:
unintelligible speech), Grammar (5: few errors, 1: severe errors), Vocabulary (5: native-like use, 1:
extremely limited), Fluency (5: native-like fluency, 1: halting and fragmentary), and Understanding
(5: complete understanding, 1: does not understand simple conversation).
The data analysis technique in this study aimed to examine the hypotheses by using correlation
techniques to determine the relationship strength between variables. Correlation assesses the pattern
for two or more variables to vary consistently (John W. Creswell, 2008). To determine the correlation
between introverted and extroverted personalities and students' speaking achievement, the researcher
collected data from personality questionnaires, arranged the scores using Excel, calculated mean
scores, classified students into personality groups, analyzed test results, and used Spearman Rank
Correlation with SPSS 25.0, interpreting the findings and drawing conclusions. The correlation
coefficients were interpreted as very low to very high.
FINDINGS
Descriptive Data Analysis
The results of the Introversion Personality test, acquired using the Eysenck Personality
Questionnaire (EPQ), divided the students into extroverted and introverted groups as follows ;
Table 1 Category of Students’ Personality
No
Resp
Score
Category
Extroverted
Introverted
1
Student 1
3.20
√
2
Student 2
2.52
√
3
Student 3
2.00
√
4
Student 4
3.34
√
5
Student 5
2.23
√
6
Student 6
3.34
√
7
Student 7
2.57
√
8
Student 8
1.98
√
9
Student 9
3.39
√
10
Student 10
3.54
√

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11
Student 11
3.50
√
12
Student 12
2.23
√
13
Student 13
3.50
√
14
Student 14
3.54
√
15
Student 15
3.41
√
16
Student 16
3.86
√
17
Student 17
3.45
√
18
Student 18
3.30
√
19
Student 19
3.36
√
20
Student 20
3.30
√
21
Student 21
3.07
√
22
Student 22
3.46
√
23
Student 23
2.16
√
24
Student 24
3.46
√
25
Student 25
3.91
√
26
Student 26
2.57
√
27
Student 27
2.02
√
28
Student 28
3.25
√
29
Student 29
2.77
√
30
Student 30
3.16
√
31
Student 31
3.48
√
32
Student 32
3.39
√
33
Student 33
3.20
√
34
Student 34
3.05
√
35
Student 35
3.77
√
36
Student 36
3.34
√
37
Student 37
3.46
√
38
Student 38
3.23
√
39
Student 39
2.00
√
40
Student 40
3.50
√
41
Student 41
2.55
√
42
Student 42
2.00
√
43
Student 43
3.63
√
44
Student 44
3.23
√
45
Student 45
3.50
√
46
Student 46
1.86
√
47
Student 47
3.41
√
48
Student 48
3.86
√
49
Student 49
2.32
√
50
Student 50
3.30
√
51
Student 51
3.36
√
52
Student 52
2.50
√
53
Student 53
3.07
√
54
Student 54
3.46
√
55
Student 55
3.59
√
56
Student 56
3.46
√

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57
Student 57
2.11
√
58
Student 58
3.63
√
59
Student 59
3.25
√
60
Student 60
3.25
√
61
Student 61
2.77
√
62
Student 62
3.16
√
63
Student 63
3.48
√
64
Student 64
3.39
√
Total
46
18
The table aboved stated that 46 students or 71,88% were extroverted while 18 students or
28,12% were introverted. Each student's score determined their category, with a higher score
indicating extroversion and a lower score indicating introversion. These categorizations were used to
analyze their speaking skills, which were evaluated based on pronunciation, grammar, vocabulary,
fluency, and understanding. The distribution of personality types was then analyzed to determine any
correlation between personality traits and speaking achievements.
The Students’ Speaking Scores of Extroverted and Introverted
Table 2 The Speaking Score of Extroverted Students
No
Students
Speaking Score
1
Student 1
30
2
Student 4
80
3
Student 6
70
4
Student 9
55
5
Student 10
35
6
Student 11
35
7
Student 13
35
8
Student 14
40
9
Student 15
75
10
Student 16
40
11
Student 17
30
12
Student 18
30
13
Student 19
60
14
Student 20
75
15
Student 21
55
16
Student 22
80
17
Student 24
55
18
Student 25
35
19
Student 28
80
20
Student 30
30
21
Student 31
40
22
Student 32
95

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23
Student 33
35
24
Student 34
30
25
Student 35
55
26
Student 36
80
27
Student 37
40
28
Student 38
70
29
Student 40
75
30
Student 43
35
31
Student 44
35
32
Student 45
80
33
Student 47
30
34
Student 48
40
35
Student 50
35
36
Student 51
30
37
Student 53
55
38
Student 54
35
39
Student 55
40
40
Student 56
75
41
Student 58
30
42
Student 59
30
43
Student 60
60
44
Student 62
55
45
Student 63
80
46
Student 64
75
Total
2365
Mean
51.41
The speaking scores of extroverted students were recorded and analyzed, revealing a total
score of 2365 points across 46 students. The individual scores ranged from 30 to 95. The mean
speaking score for the extroverted students was calculated to be 51.41. This average score provides
an insight into the general speaking performance of extroverted students, which will be further
analyzed in relation to their personality traits to determine any significant correlations with speaking
achievements.
Table 2 The Speaking Score of Extroverted Students
No
Students
Speaking Score
1
Student 2
30
2
Student 3
55
3
Student 5
40
4
Student 7
70
5
Student 8
75
6
Student 12
55
7
Student 23
75

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8
Student 26
35
9
Student 27
35
10
Student 29
55
11
Student 39
70
12
Student 41
55
13
Student 42
35
14
Student 46
55
15
Student 49
95
16
Student 52
70
17
Student 57
40
18
Student 61
75
Total
1020
Mean
56.67
The speaking scores of introverted students were recorded and analyzed, resulting in a total
score of 1020 points for 18 individuals. The individual ratings varied from 30 to 95. The mean
speaking score for the introverted students was calculated to be 56.67. This average score provides
insight into the general speaking performance of introverted students, which will be contrasted with
the extroverted students' scores to assess any significant links between personality traits and speaking
successes.
The mean speaking score for introverted students (56.67) was higher than that for extroverted
students (51.41), implying that introverted students scored better on average in the speaking test. This
comparison will be further investigated to see whether there are any significant relationships between
personality factors and speaking abilities.
Students Speaking Ability
The following are the distribution findings of students' speaking skills based on (Lazaraton, A, 2001)
classification of students' speaking achievement.
Tabel 3. Students Speaking Ability
Score
Category
Frequency
Percentage
< 49
Poor
30
46,9
50 - 59
Fair
11
17.2
60.00 - 69
Good
2
3.1
70.00 – 79,00
Very Good
13
20,3
80.00 - 100
Excellent
8
12,5
Total
64
100.0
Overall, the data above indicated a wide range of speaking abilities among the students, with
the majority scoring in the Poor category, but a significant number also performing at Very Good and
Excellent levels. This distribution highlights the variability in speaking skills within the student
population.
The Results of Hypothesis Testing
The hypothesis testing aimed to analyze whether there was any effect of students’ personality
traits of extrovertion and introvertion on students’ speakig skills and whether there were any

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differences effect of those two personality traits. The results of the paired sample t-test are presented
below.
The Effect of Extroverted Students on Speaking Skill
Table 4. Coeficient Correlation
Model
R
R Square
Adjusted
R Square
Std. Error
of the
Estimate
Change Statistics
R
Square
Change
F
Chang
e
df1
df2
Sig. F Change
1
.098a
.010
-.013
20.03505
.010
.427
1
44
.517
a. Predictors: (Constant), Extroverted
b. Dependent Variable: Speaking Skill
The regression analysis suggests that extroverted personality has a very weak and statistically
insignificant relationship with students' speaking scores. The model explains only 1% of the variance
in speaking scores, indicating that other factors likely play a more significant role in determining
speaking proficiency. To know the influence of extroversion on speaking skills T-test was conducted
as the following : Table 5. Paired Sample T-Test
Model
Unstandardized Coefficients
Standardized
Coefficients
t
Sig.
B
Std. Error
Beta
1
(Constant)
84.894
51.319
1.654
.105
Extroveted
-9.823
15.031
-.098
-.653
.517
a. Dependent Variable: Speaking Skill
The regression analysis above revealed that extroversion had no significant effect on speaking
abilities. The extroversion coefficient is negative, indicating a modest negative association, but it is
not statistically significant (p =.517 > 0.05). This implied that differences in extroversion ratings did
not significantly predict differences in speaking competence scores among students. Other factors not
included in this model could be more important predictors of speaking proficiency.
The Effect of Introverted Students on Speaking Skill
Table 6. Coeficient Correlation
Model
R
R Square
Adjusted
R Square
Std. Error
of the
Estimate
Change Statistics
R
Square
Change
F
Chang
e
df1
df2
Sig. F Change
1
.094a
.009
-.053
18.79067
.009
.143
1
16
.710
a. Predictors: (Constant), Introverted
b. Dependent Variable: Speaking Skill
The regression analysis above showed that introversion has no substantial effect on speaking
ability. The link between introversion and speaking ability is very weak and statistically insignificant
(R =.094, p =.710). The model accounts for only a small proportion (0.9%) of the variance in speaking
skills, and the modified R Square value indicates that the model did not fit the data well. Overall, the
findings indicated that introversion is not a reliable predictor of speaking ability performance among

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the students in this study. To know the influence of introversion on speaking skills T-test was
conducted as follows:
Table 7. Paired Sample T-Test
Model
Unstandardized Coefficients
Standardized
Coefficients
t
Sig.
B
Std. Error
Beta
1
(Constant)
43.142
36.011
1.198
.248
Introverted
5.914
15.629
.094
.378
.710
a. Dependent Variable: Speaking Skill
The paired sample t-test revealed that introverted personality qualities do not substantially
predict speaking ability. The coefficient for introverted personality (B = 5.914) is not statistically
significant (p =.710 > 0.05), indicating that there is insufficient evidence to imply that introversion
has a substantial impact on students' speaking skills performance. This is consistent with the prior
analysis, demonstrating that introversion is not an effective predictor of speaking skills in this study.
From the findings above it was found that the coefficients (B values) for extroversion and
introversion are -9.823 and 5.914, respectively. However, these values do not reach statistical
significance (p > 0.05), indicating that neither personality trait has a significant impact on speaking
skills. The t-values for extroversion (-0.653) and introversion (0.378) further confirm the lack of
statistical significance, as both are well below the critical value needed to establish a significant
difference.
It could be said that there is no statistically significant difference in the impact of extroversion
and introversion on speaking skills. Both personality traits showed non-significant p-values in the
regression analyses, indicating that neither extroversion nor introversion significantly predicts
speaking skill performance in this sample. This suggested that other factors beyond personality traits
are likely more influential in determining students' speaking abilities.
DISCUSSION
The purpose of this study was to examine the effect of personality qualities, notably
extroversion and introversion, on students' speaking abilities. The study used the Eysenck Personality
Questionnaire (EPQ) to divide students into extroverted and introverted groups and evaluated their
speaking abilities using ratings based on pronunciation, grammar, vocabulary, fluency, and
understanding.
The results showed that 71.88% of the students were extroverted, whereas 28.12% were
introverted. The average speaking score for extroverted students was 51.41, while introverted students
had a mean score of 56.67. Although introverted students had a better average score, statistical
analysis demonstrated that neither extroversion nor introversion substantially predicted speaking
ability performance (Anggraeni et al., 2022).
The distribution of students' speaking abilities showed that 46.9% were categorized as Poor,
17.2% as Fair, 3.1% as Good, 20.3% as Very Good, and 12.5% as Excellent. This distribution
indicates a wide range of speaking abilities within the student population, highlighting the variability
and suggesting that factors other than personality traits might be influencing speaking skills (Eftiama
et al., 2022).
The coefficient correlation and regression analysis for extroverted students revealed an R-
value of 0.098 and an R Square of 0.010, showing that extroversion accounted for only 1% of the
variance in speaking scores. The p-value of 0.517 indicated that the connection was not statistically

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significant. Similarly, the t-test indicated that extroversion had no significant effect on speaking
ability (p = 0.517 > 0.05).
These findings are similar to prior research by (Mustafidah, 2023) who found that while
extroverts may be more likely to communicate due to their gregarious personality, this does not
always translate into greater speaking skills. Extroverts' conversational conduct may allow them to
practice more, but it does not necessarily increase their linguistic ability when compared to introverts.
The study for introverted students yielded poor and inconsequential results, with an R-value
of 0.094 and an R Square of 0.009, indicating that introversion explained only 0.9% of the variance
in speaking scores. The p-value (0.710) revealed no significant connection. The paired sample t-test
confirmed this finding, revealing no significant effect of introversion on speaking abilities (p = 0.710
> 0.05).
This finding is consistent with research by (Mustafidah, 2023) and (Selvianita Rahayu, 2020)
indicating that introverts, despite being less communicative in social situations, can do equally well
or better in structured speaking tasks due to their introspective nature and careful use of language.
Introverts may benefit from their proclivity to think deeply and prepare thoroughly, which can be
useful in language learning.
The findings suggested that personality traits such as extroversion and introversion do not
significantly impact students' speaking skills, implying that teaching strategies should not rely solely
on these traits but should consider other influential factors like motivation, learning strategies, and
the quality of instruction. Future research could explore the interaction of personality traits with
variables such as anxiety, motivation, and specific language learning strategies to gain a more
comprehensive understanding of what influences speaking skills. Additionally, longitudinal studies
could provide insights into how personality traits and speaking skills evolve over time.
CONCLUSION
Based on the findings and discussions the conclusions could be drawn as follows :
1. Introverted students obtained higher average speaking scores (56.67) than extroverted (51.41). The
distribution of speaking abilities among students, which ranges from poor to excellent, shows
significant variability, implying that factors other than personality traits are likely to influence
speaking skills. This means that teaching strategies should take into account elements such as
motivation, learning strategies, and instructional quality rather than depending exclusively on
personality attributes.
2. Personality traits, extroversion, and introversion did not significantly affect students' speaking
skills. While introverted students had a higher average speaking score compared to extroverted
students, statistical analyses revealed that neither personality trait had a significant impact on
speaking skills. Extroversion affected only 1% of speaking skills, and introversion affected just
0.9%, with both results being statistically insignificant which means there was no different effect
of extroverted and introverted on students’ speaking skills. The implications of these findings
emphasized that educational strategies should not focus solely on students' personality traits.
Instead, educators should consider other critical factors such as motivation, learning strategies, and
the quality of instruction. Future research is recommended to investigate the interaction between
personality traits and variables like anxiety and motivation, as well as to conduct longitudinal
studies to observe the evolution of personality traits and speaking skills over time.
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