摘要：Reticence is regarded as a problematic phenomenon among students in EFL classrooms. The present study was an attempt to explore the issue of reticence in Iranian foreign language classrooms. The study examined the relationship between students’ reticence and their personality types among university EFL learners. For this purpose, the Reticence Scale-12 (RS-12) questionnaire and the 60-item NEO Five-Factor Inventory (NEO-FFI) questionnaire were used. Moreover, interviews with the participants about reticence were employed to find the students’ ideas about reticence in the classroom. The results revealed that the five personality types affected Iranian EFL students’ reticence. In addition, educational, situational, and emotional factors contributed to the students’ reticence in EFL classrooms. It can be concluded that teachers’ awareness of learners’ reticence can help them match their teaching styles with their students’ personality types, and choose more appropriate activities that can enhance EFL learners’ participation. The study can have implications and applications for both teachers and students.
其他摘要：Reticence is regarded as a problematic phenomenon among students in EFL classrooms. The present study was an attempt to explore the issue of reticence in Iranian foreign language classrooms. The study examined the relationship between students’ reticence and their personality types among university EFL learners. For this purpose, the Reticence Scale-12 (RS-12) questionnaire and the 60-item NEO Five-Factor Inventory (NEO-FFI) questionnaire were used. Moreover, interviews with the participants about reticence were employed to find the students’ ideas about reticence in the classroom. The results revealed that the five personality types affected Iranian EFL students’ reticence. In addition, educational, situational, and emotional factors contributed to the students’ reticence in EFL classrooms. It can be concluded that teachers’ awareness of learners’ reticence can help them match their teaching styles with their students’ personality types, and choose more appropriate activities that can enhance EFL learners’ participation. The study can have implications and applications for both teachers and students.
