Feedback Dynamics in ESP Courses: Contrasting Personality Types and Their Developmental Perceptions in EFL Public Speaking

Feedback Dynamics in ESP Courses: Contrasting Personality Types and Their Developmental Perceptions in EFL Public Speaking

Feedback is an essential tool and directly influences learning opportunities. In an environment where there is increasing pressure to learn speech and presentation skills for academic achievement, proper feedback has the potential to enhance motivation, personal development, and success. This study aims to explore the differences between contrasting personality types (introverted versus extraverted) and their preference and acceptance of feedback (verbal and nonverbal). By collecting data from university students (N = 115) enrolled in five separate EFL speech and presentation classes, this study utilizes pre-course and post-course surveys to better understand students’ perceptions and beliefs on feedback and praise, and satisfaction levels with the effectiveness of the methods implemented. The results revealed that the majority of both introverts and extraverts perceive learning public speaking skills as a necessary skill for their futures. Similarly, participants had positive perceptions of the instructor’s use of autonomy-supportive teaching methods, frequent provision of positive feedback and praise, and restriction of direct corrective feedback. Overall satisfaction with the course was also found among both groups of participants, though extraverted participants exhibited higher positive perceptions about the development of their public speaking skills. The study offers insights into teaching strategies for ESP courses and proposes directions for future research in this domain.