Sometimes I think I will faint. A study on introvert proficient language learners’ experiences on oral activity in English lessons

Abstract

This study investigates how proficient, but introvert language learners experience speaking English in the classroom and addresses factors that affect their reluctance to speak. Introvert behaviour involves individuals who abstain from speaking, who put more consideration on what they chose to say, tend to listen more than they speak and struggle to show their skills in public (Lund, 2012; Skyggebjerg, 2014; Kvarme & Thu, 2015). Schools in the Nordic countries promote learning that involves pupils presenting their language skills and knowledge in front of others (Flaten, 2010) and pupils in secondary school are assessed on the basis of their oral performances. This study applies qualitative group interviews in order to examine secondary school pupils’ knowledge and experience of being introverts in the English language classroom. A total of six pupils participated in the study, all whom their teachers characterised as talented but passive in the English lessons. The study shows that oral activity in English is a dreaded and scary experience for introverts, and that factors such as language anxiety, self-image, learning conditions and grades influence their unwillingness to speak English in the classroom.