Name: Amal Almziad
Email: a.almziad@mu.edu.sa
Corresponding Author
Effects of Information Gap Tasks on Saudi Arabian EFL Extrovert and Introvert Learners’ Reading Comprehension Performance
Abstract
The current research aims to explore the efficacy of using information gap activities in raising reading comprehension performance of Saudi Arabian EFL extroverted / introverted students. To that end, an Oxford Placement Test and EPQ Personality Questionnaire were administered to 40 intermediate EFL students. The subjects of the research were those that scored one SD above and below the mean for the placement test. The subjects were allocated into two experimental groups and a control group. A pre-test reading comprehension test was then given prior to treatment. The treatment was based on two kinds of assignments related to information gap activities: a) a text-based puzzle and b) a cloze passage. Finally, a reading comprehension post-test was given. The findings showed that tasks with information gaps have no important impact on extroverts and introverts. The results also showed that the assignment with regard to information gaps had an important difference to the quality of understanding between the three groups. The results of this research have given language teachers distinct kinds of work in the language classroom environments a number of educational consequences.
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