Perspectives on Introversion and Engagement in the Adult ESL Classroom
Abstract
Adult learners who display introverted tendencies in formal English as a Second Language (ESL) learning environments are a heterogeneous group whose unique needs have gone relatively unexplored in the field of education. Research indicates that ESL instructional strategies typically viewed as “best practices” in North America may not always be the best fit for adult learners who display introverted tendencies. In this qualitative study, the author used semi-structured interviews and reflective journals to explore the stories of introversion and engagement of 11 adult ESL learners drawn from two educational institutions in Alberta. Interview questions included definitions of introversion, effects of introversion on learning English, barriers faced in the ESL classroom, and strategies for overcoming these barriers. After coding and categorizing individual interviews, and compiling and synthesizing information from all data sources, analysis and interpretation of findings were organized into three themes: 1) complex, multiple perspectives of identity, 2) sources of learners’ struggles, and 3) meeting learners’ needs. Findings indicated that there are diverse understandings of the term introversion based on cultural contexts, and that adult ESL learners demonstrate engagement in a number of ways that do not always align to traditionally accepted instructional practices within North America. The author concludes that introversion is complex, multidimensional, and changeable and offers an alternative framework for understanding the multi-faceted topic of introversion. Recommendations for instructors, instructional/curriculum designers, and adult ESL learners are aimed at creating more inclusive classrooms through the avoidance of labeling. The study could impact the way educators engage with learners who display introverted tendencies in formal, adult education learning contexts by providing additional context regarding barriers faced by such learners as well as strategies for assisting with their unique learning needs.
Description
Keywords
Education--Adult and Continuing, Education--Bilingual and Multicultural, Psychology--Personality
Citation
Giles, K. (2016). Perspectives on Introversion and Engagement in the Adult ESL Classroom (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/27320