the effect of online versus face-to-face teaching on vocabulary knowledge of iranian extrovert and introvert efl learners

The aim of the present study was to investigate the effect of online versus face-to-face teaching on vocabulary knowledge of iranian extrovert and introvert efl learners. to reach the objectives of the study, originally 130 efl learners were selected randomly and after administering an oxford quick placement, 80 intermediate level learners were finally chosen; then and then they divided randomly into one experimental and one control group. each group included 40 learners. after that, eysenck (1985) personality inventory was administered to the learners of both groups and the participants in both groups were divided into extrovert and introvert learners. subsequently, a vocabulary test was given to the learners of the four groups separately as pre-test. then, the learners of the experimental or online group received the online vocabulary instruction and the learners of the control group were instructed based on the traditional approaches of teaching vocabulary. subsequently, at the end of the instruction, the vocabulary test was distributed among to both groups as post-test. afterwards, the collected data were analyzed utilizing the related statistical methods including paired and independent samples t-test. the results of the study indicated that both online and face –to- face instruction had a significant effect on introvert and extrovert efl learners’ vocabulary knowledge. in other words, based on the results, there was a significant difference in vocabulary knowledge of the extrovert and introvert learners in both classes in favor of the extrovert learners. the results of the study provide valuable pedagogical implications for efl teachers, learners and researchers.