RESEARCH ARTICLE

published: 12th November 2021

doi: 10.21070/jees.v6i2.1501

Autonomous learning practices of

extrovert and introvert EFL learners
Wiwiet Eva Savitri*
English Department, Faculty of Languages and Arts, Universitas Negeri Surabaya, Indonesia

Learning autonomy has been widely seen as a key predictor of a language learning
success. There have been many studies on learning autonomy, however, most
studies do not investigate how students conduct their autonomous learning. The
number of those which investigate how learning autonomy is implemented across
personality type is even fewer. To address it, this article elaborates how extrovert
and introvert students managed their autonomous learning. The objectives of this
article are to reveal how extrovert and introvert learners perceive autonomous
learning and to find out the types of activities which were done by the extrovert and
introvert learners and their reasons for doing the activities. Interviews and
observation were applied to collect data. The findings indicate that autonomous
learning was carried out differently by both personality types. Introvert students
devoted more time and focused on their solitude learning and were more organized
in doing it. On the other hand, extrovert learners chose to do the autonomous
learning in groups. For them, learning in a community gave more benefits and
prevented them from making fossilized errors. This article also reveals that the
students from both personality types used digital technology in learning
independently. Yet, extrovert and introvert students used different kinds of
technology and way in using it.
Keywords: autonomous learning, practices, personality type, extrovert, introvert

INTRODUCTION
ISSN 2503 3492 (online)
Researchers have sought to look into factors other than skills which can help account for L2
*Correspondence: learning achievement (Dornyei, 2005; Nosratinia & Zaker, 2015). Of the factors, learner
Wiwiet Eva Savitri autonomy (LA) has been widely seen as the key predictor of L2 learning success. LA is
[email protected] defined as “the capacity to control one’s own learning” (Benson, 2013). The control over
learning includes learning management, cognitive processes and learning materials (Chasmar
Received: 3rd July 2021
& Benson, 2016).
Accepted: 12th November 2021
Autonomous learners take greater responsibility in setting goals, determining the
Published: 12th November 2021
materials, regulating learning pace, self-reflecting and self-evaluating their language learning
Citation: (Teng & He, 2015). Despite emphasizing learners’ active participation, LA should not be
Savitri, W.E. (2021). Autonomous seen as self-instruction, making the teacher redundant. Teachers’ presence is still needed to
learning practices of extrovert and facilitate students in developing their ability to learn autonomously and raising their
introvert EFL learners. metacognitive awareness through strategy training (Nguyen & Gu, 2013) and provision of
J. Eng. Educ. Society. 6:2. self-access facilities (Wichayathian & Reinders, 2015).
doi:10.21070/jees.v6i2.1501 Autonomy gives a sense of agency for language learners. With such sense, the learners
are able to “speak as themselves” in performing varied learning activities in and out of
classroom practices (Ushioda, 2010). The students make strategic decisions in the learning
process when and where any need arises for doing so (Gao, 2010; Jacobs & Renandya, 2016;
Zhang, 2017).
Journal of English Educators Society | jees.umsida.ac.id/index.php/jees 293 October 2021 | Volume 6 | Issue 2
Wiwiet Eva Savitri Autonomous learning practices of extrovert and introvert EFL learners

As learning L2 is not a linier process and not only different personality traits that lead to different learning
classroom-based learning, the students have to actively seek behaviors. The preliminary observation was carried out
alternative ways and opportunities to improve their L2 during regular teaching and learning process in which their
ability beyond classroom (Benson, 2013, Chik, Aoki, & daily behavior. A personality test under Myers-Briggs
Smith, 2017). Therefore, autonomous learners need to make system was used to check the students’ extroversion and
informed decisions in doing so, and they have to be introversion. There were 21 questions that should be
metacognitive aware of the learning processes and their own answered by the students. Their answers determine whether
capacity (Nguyen & Gu, 2013; Teng, 2019). they belong to extrovert type or introvert type. Answers
Considerable evidences from numerous studies has which focus on outer world indicated extroversion whereas
consistently suggested that learning autonomy affects active answers which focus on inner world indicated introversion.
participation in classroom activities (Egan, 2017; Gonzalez- The result of this test confirmed that the prediction on the
Gascon & Aljaro Palacios, 2013; Johnson & Arunachalam, students’ personality traits was correct. Then, the students
2013) and enhances responsibility for learning (Deed, 2010; were labeled with the following codes to ease the
Sadeghi & Khezrlou, 2014; Salter & AARE, 2012). presentation of the findings and the discussion. The first
Learning autonomy will allow learners to take on active extrovert student was labeled XA. The other extrovert
roles in regulating their own learning processes through student was labeled XB. The introvert students were labeled
exercising learning strategies (Kumaravadivelu, 2003). Past IA and IB.
research has also suggested that learners with greater To reveal the students’ autonomous learning practice,
autonomy have a capacity in managing their affects and series of in depth and open-ended interviews were
demonstrate a greater degree of motivation, which then conducted. The interviews were carried out based on an
could lead to better learning achievement (Lee, 2017; interview guide who consisted of two sections in accordance
Takagi, 2003; Ushioda, 2010). With greater intrinsic with the research questions; they are (1) the extrovert and
motivation, the learners are better at determining the introvert learners’ perception of autonomous learning and
learning goal and being responsible for the outcome (Baars, (2) the types of autonomous learning activities which are
Wijnia, & Paas, 2017; Ferla, Valcke, & Schuyten, 2010). done by the extrovert and the introvert learners. The
Despite many studies on learning autonomy, few have interview was retrospective and introspective in nature in
looked into autonomous behaviors of L2 learners with which the students were asked some questions and required
different personality traits. Some researchers have revealed to recall and reflect on what they usually do in implementing
that personality trait of language learners affect the way they autonomous learning. The questions were about how they
approach language learning and tasks, especially strategy usually learn English, with whom they learn English, when
use (Chen & Hung, 2012; Noprianto, 2017). Other studies and where they did the learning, how they perceive learning
have pointed to inconclusive findings on the link between English individually, why they chose to learn individually,
introversion-extroversion personality types and language and what impact they got from learning individually. The
skills or achievements (Cahyono & Mutiaraningrum, 2016; interviews were conducted face-to-face and lasted about 60-
Hajimohammadi & Mukundan, 2011; Sutrisno, Rasyid, & 90 minutes. All of the interviews were recorded and
Rahmat, 2018). Further, those studies have mainly transcribed in summary form. To assure that the data
approached the data quantitatively. However, the way obtained were consistent, the interviews were done three
extrovert and introvert learners conduct their learning, times for each student, to confirm whether the data obtained
especially the autonomous one, is still barely investigated. In from them was true or not, triangulation was carried out by
order to address it, this current inquiry explored the practices questioning people who are attached to them. Additional
of autonomous learning among introvert and extrovert observations were done to check the students’ answers in the
learners based on qualitative data. Specifically, this study interviews. The observations were carried out mainly outside
mainly focuses on: 1) the types of autonomous learning classroom. It was carried out by seeing the students’
activities which are done by the extrovert and introvert involvement in the learning community available at campus.
learners and their reasons for doing the activities; 2) how
extrovert and introvert learners perceive autonomous
learning.
RESULTS AND DISCUSSION
The results of this study are presented based on the two
METHODS research questions. Thus, the findings and discussion are
presented under two subheadings. The first is the types of
This study was conducted on two groups of university autonomous learning activities which were done by the
students. One group consisted of extrovert students and the extrovert and the introvert learners and their reasons in doing
other group consisted of the introvert ones. it. The second one is the elaboration on the perception of
Each group consisted of a male student and a female extrovert and introvert learners on autonomous learning.
student. They were chosen as the participants because during
the preliminary observation they were able to show that they
were self-directed in doing their learning and indicate

Journal of English Educators Society | jees.umsida.ac.id/index.php/jees 294 October 2021 | Volume 6 | Issue 2
Wiwiet Eva Savitri Autonomous learning practices of extrovert and introvert EFL learners

The types of autonomous activities which are done by the doing the autonomous learning. The extrovert students said
extrovert and the introvert learners that they did it only when they had mood to do it. In terms of
The students of both groups utilized the availability of materials and activities, they did not have particular
digital sources to conduct their independent learning. preferences as well. The choice was based mostly on their
Movies on internet, YouTube files, English learning mood at the time they were about to do it.
websites, and TV cable programs were the most materials Student XA did not set any particular independent
they used. In their opinion, these materials were interesting, practice. She simply watched YouTube videos randomly or
easy to access, and helpful to learn English. Since the searched for any podcast and stopped when she found
materials are all on screen, the activities they did mostly something she thought interesting. She believed that learning
involve their eyes, ears, and lips. In doing the activities, they English alone may lead to misunderstanding and fossilized
simply sat before their laptops or television set. IA mostly errors. She gave example about error in pronouncing a word.
used films she found in Netflix for her autonomous learning. When she studied together with other students, she had
She found the films which she considered interesting from people to remind and corrected her error, therefore, her error
film reviews and ratings. She would try to watch the would not be fossilized. This perception prevented her from
recommended film to find out whether it was really doing solitude autonomous learning. She did not enjoy
interesting or not. Once she decided that the film was worth learning English alone. She did not feel that learning English
watching, she would continue watching the film till the end. that way was fun at all. Thus, she preferred to get involved
She was willing to watch the same film repeatedly for her in English learning communities. Luckily, she could join an
learning purpose. English learning community at her campus in which she
There were three main things she claimed she learned could find some friends to practice English with.
from the films she watched. First, she learned actual English XB conducted different autonomous learning activities.
expressions that she could not find in English textbooks. Watching TV program was his choice to boost his English
Dealing with it, she applied note-taking method. As she has ability. He chose Discovery Channel programs as his
watched the film many times, she had no burden to pause, learning source. He usually watched it at night when he had
rewind, and note any expressions she considered interesting no campus assignment to do. Different from the students
in her notebook. She noticed that the expressions were from introvert group who took note on interesting words,
embedded to culture. Thus, by learning the expressions, she XB did not take a note. He simply watched and enjoyed the
learned the culture as well. It gave her knowledge on when a program. He believed that he did not have to take a note
particular expression could be used properly. The third thing because he watched Discovery Channel programs frequently
she learned from the film was pronunciation. To learn so that he was sure that he would find the words repeated by
pronunciation, she paused and imitated the way the actor or the program itself, and in the end, he would automatically
actress pronounced the words. She did it many times until memorize the words. XB believed that by watching the
she believed that her way of pronouncing was the same as program quite frequently, he had adequate encounter of
the pronunciation of the actor and the actress she imitated. English which would support his English learning. However,
She, therefore, learned what to say, how to say, and when to just like XA, he still preferred to practice English with more
say the expressions. people by joining English learning community. Moreover,
IB applied more various materials in implementing his he did not watch the TV program regularly. As mentioned
autonomous learning. His main sources were YouTube and before, this student relied on his mood in doing it.
BBC learning English website. Different from IF, IB The facts above showed that although both personality
preferred to watch documentary and talk show in YouTube. types utilize digital technology in their autonomous learning,
TED talk was his favorite. He stated that he got a lot of the introvert students were more thoughtful in choosing the
benefits from watching that show. He found many learning materials. They also used the materials differently
sophisticated words that he could use in his campus from the extrovert students. The introvert students were
assignments. Similar to IF, he also took a note on interesting willing to reuse materials deliberately and repeat their
words he found. For him, taking note was good to help him activities until they felt that they had adequate learning and
memorize the words. Yet, different from IF, in watching explored the material deeply. The extrovert students chose
films, IM did not repeat and pause the films. He simply their learning materials more randomly and applied
watched, enjoyed, and took note only when he found rarely unspecific activities in their autonomous learning.
used and sophisticated words or expressions. As stated The result of this study indicates that introvert students
previously, IB also learned from BBC learning English are more self-directed and eager to do autonomous learning,
website. He liked it because he believed that this website especially the solitude one. Their perception that
provided him learning sources that support his study in autonomous learning is beneficial for their learning progress
English Department. At least, according to him, he learned makes them willing to spend time to learn independently.
British English from it. The introvert students’ better self-direction in doing
Different from the introvert group, the extrovert group autonomous learning is closely related to their perception
could not elaborate the autonomous learning activities they and motivation. This is in line with Liu’s finding (Liu, 2015)
did clearly, especially the activities which were done that autonomy and engagement in implementing
solitary. They did not implement a particular routine in autonomous learning have a high level of positive

Journal of English Educators Society | jees.umsida.ac.id/index.php/jees 295 October 2021 | Volume 6 | Issue 2
Wiwiet Eva Savitri Autonomous learning practices of extrovert and introvert EFL learners

correlation with motivation. Hence, it can be concluded that conduct the learning activities and they preferred to learn
the introvert students have higher level of motivation in English alone. On the contrary, the extrovert students show
doing the autonomous learning than the extrovert students. more random pattern in conducting autonomous learning. It
From their answers in the interviews, it can be inferred that mainly occurred because they did the learning mostly based
the introvert students’ motivation is to develop their skills on their mood. Besides, the extrovert students did not enjoy
especially dealing with English components like vocabulary, learning alone. They need to mingle or join in a learning
pronunciation, and grammar. Since they believe that community to make them enjoy the learning.
learning autonomously will be able to help them to improve Students who belong to the same group provided similar
those components, their motivation to learn independently tendency, though. Extrovert students like XA and XB relied
eventually increases. It is also in line with prior studies on society more than introvert students like IA and IB.
which indicate learners with greater autonomy to Autonomous learning seems to be done more eagerly by
demonstrate a greater degree of motivation, which enables introvert students. XA believes that learning alone is not
them to achieve better learning result (Takagi, 2003). beneficial for her due to the non-existence of responses and
Similarly, (Brown, 2007) states that intrinsic motivation feedbacks from others. She mentioned the possibility for
leads learners to be better at determining the learning goal being fossilized in errors as an impact of it. Making errors is
and being responsible for the learning outcome. common thing in learning but if there is no one that reminds
The introvert learners were more organized in managing her about the errors, she feels that her learning is not
their autonomous learning than the extrovert learners. The satisfying. She is afraid that she will never get any
extrovert students did not really apply a specific strategy in improvement if she learns English alone. She also stated that
implementing learning autonomy whereas learning learning together with other students give her better
autonomy enables learners to take on active roles in opportunity to practice English in real communication and
regulating their own learning processes through exercising sharpen her ability to speak in English. She is more
learning strategies (Benson, 2013; Kumaravadivelu, 2003). confident in learning English when she practices it in groups
It indicates that introvert learners had more active roles in because she has someone with better English to correct her
their independent learning. They selected and applied anytime, she produces errors. She can also get direct
particular strategies in learning independently. In learning vocabulary assistance whenever she needs it during her
pronunciation, for instance, they were willing to stop and practice together with a friend or more.
pause the video and/or audio in order that they could imitate Similarly, XB stated that learning English gives best
and eventually produce the words properly. It meets the result when it is done in a learning community. There will be
statements of Jacobs & Power (2016) and Zhang (2017) that people who give real and spontaneous responses which
the students make strategic decisions in the learning process challenge him to be ready with any impromptu appropriate
when and where any need arises for doing so. Their clear replies. Learning alone for him does not give him such
needs to be able to pronounce well make them chose the challenge. This student believes that this particular challenge
strategy. It also indicates that in implementing autonomous is valuable and worth taking. For those reasons, he claims
learning, the introvert learners were more aware of their that joining English learning community is the best way to
metacognitive strategy. It is in line with Nguyen & Gu improve English ability. Yet, for different learning purpose,
(2013) and Teng (2019) who state that autonomous learners he still enjoys learning English alone.
have to be metacognitive aware of the learning processes The students who belong to the introvert group
and their own capacity. responded differently. They believe that learning
The findings also support previous studies which suggest autonomously is as good as learning in English community.
that learning autonomy enhances responsibility for learning For them, regular practices and persistence are the keys to be
(Deed, 2010; Sadeghi & Khezrlou, 2014; Salter & AARE, successful English learners. The non-existence of teachers
2012). Both personality types observed in this research during their autonomous learning does not reduce their
showed that they were responsible for their own learning. confident that they will be able to accomplish their learning
No one urged the students to do the English learning. No goals.
one forced them to apply autonomous learning. Yet, they did IA is a very shy and silent student who believes that her
the learning of English autonomously and were responsible persistence and efforts to practice English regularly in daily
with it. They were self-motivated in conducting the learning. basis are able to give her maximum learning progress. She is
Although the frequency of the learning and the strategies the very confident about it. As an introvert person, joining
introvert and the extrovert learners were different, they were English learning community is not a pleasant idea for her.
all responsible in doing their autonomous learning. Feedbacks from others could become a threat for her. Such
anxiety prevents her from being active in English learning
Extrovert and introvert learners’ perception of
community. Learning English is fun for her when she is
autonomous learning
alone and has time to explore the learning materials she has.
Each student from both personality traits managed different
She is sure that her way of learning has provided her with
ways in conducting autonomous learning. The introvert
abundance learning input which influence her English and
students showed more organized pattern in learning
enable her to have significant progress.
autonomously in which they did not rely on their mood to

Journal of English Educators Society | jees.umsida.ac.id/index.php/jees 296 October 2021 | Volume 6 | Issue 2
Wiwiet Eva Savitri Autonomous learning practices of extrovert and introvert EFL learners

IB provided a bit different information. Although he is their autonomous learning can lead them to be successful
introvert, he does not mind to get involved in English learners. This belief causes lower motivation and
learning community. He believes that doing both engagement in their autonomous learning activity. On the
autonomous learning and joining learning community will contrary, introvert learners are more confident in doing
give him the most benefit. Dealing with autonomous autonomous learners. They believe that their persistence in
learning implementation, he enjoys it a lot. Compared to the doing the autonomous practices lead them to have better
other students in this study, he is the one who is the most language competence. This belief makes them highly
organized in managing his autonomous learning. He is also motivated and engaged in their autonomous learning. Both
the one who seems to be the most self-directed in doing it. It personality types apply similar activities in their learning.
has been his habit for long time to learn autonomously so Most activities are applied with the support of digital
that he is confident about the power of autonomous learning technology. Differences are found in the amount of time
spent to practice using the technology and the method in
to improve English ability. Regarding the students’
practicing.
perception on autonomous learning, in terms of the amount
Introvert learners spend more time and tend to repeat the
of time spent for learning independently, introvert students
same material many times. They also tend to write what they
perceive that devoting more time for this way of learning is
learn in particular notes. They tend to apply specific
an essential thing to do. They can sit still for hours to strategies in their independent learning to be able to achieve
practice themselves. They do not feel that it is a burden for their learning goals. Extrovert learners are not fond of doing
them. Both students in introvert group set daily practice repetition and taking a note. In short, it can be concluded
schedule to do their autonomous learning. IA chooses to do that extrovert and introvert learners have different perception
it at night before going to bed while IB prefers to do it and apply different strategies in autonomous learning
earlier i.e. after he arrives home from campus. Both say that implementation. Yet, what they did showed that autonomous
this practice makes them relax and contented. learning does not merely mean learning alone. Autonomous
On the contrary, for the extrovert students, learning refers to self-trigger to learn, both individually and in
English without companion generates boredom easily. groups. Unfortunately, this study is unable to show how
Therefore, they spend much less time to conduct these different ways of applying autonomous learning
autonomous learning. Although the two extrovert students in influence the students’ achievement across personality type,
this study apply autonomous learning, they do not set up gender, and competence. Further researchers can study more
particular schedules to do it. They simply follow their mood. on whether male and female extrovert and introvert students
Hence, they will do it only when they have mood to do it. apply their autonomous learning differently and whether
They do not set a specific time. As long as they feel like extrovert and introvert students’ different competence affect
doing it, they will just simply do it. Their way is less their autonomous learning and their achievement.
organized compared to that of the introvert students.
The facts above confirm the fact that extrovert students
perceive autonomous learning, particularly learning alone
beyond a learning community as less beneficial than ACKNOWLEDGEMENTS
learning in a community. For them, learning community The author would love to express gratitude to all the students
gives many benefits, especially in making them to speak who have eagerly taken part in this research as participants.
more fluently. It is in line with previous study which states Their supports and contribution are deeply appreciated.
that leaning community improves student’s speaking ability Another gratitude is for the reviewers for their substantial
(Regency & Sulawesi, 2018; Wu, Hsieh, & Yang, 2017) feedback for the improvement of this manuscript.
Learning without a teacher is considered as depriving their
opportunities to learn a lot and to prevent fossilized errors.
As a result of this thought, extrovert students spend less time
in doing autonomous learning and were not engaged in their REFERENCES
autonomous learning. On the contrary, introvert students Baars, M., Wijnia, L., & Paas, F. (2017). The association
believe that autonomous learning can really help them to between motivation, affect, and self-regulated
master English. They find it comfortable to learn without learning when solving problems. Frontiers in
teacher. These introvert students are willing to spend much psychology, 8, 1346.
time for learning independently and very much engaged in https://doi.org/10.3389/fpsyg.2017.01346
their autonomous learning. The differences lead them to Benson, P. (2013). Learner autonomy. TESOL Quarterly,
organize their autonomous learning differently. 47(4), 839–843. https://doi.org/10.1002/tesq.134
Brown, L. V. (2007). Psychology of motivation. Nova
Publishers.
Cahyono, B. Y., & Mutiaraningrum, I. (2016). Indonesian
CONCLUSION
EFL students’ proficiency in writing and ability in
It can be concluded that introvert learners are better speaking across personality learning styles. Studies in
autonomous learners. Extrovert learners more rely on English Language Teaching, 4(2), 168-186.
someone else in their learning. They tend to disbelieve that https://doi.org/10.22158/selt.v4n2p168

Journal of English Educators Society | jees.umsida.ac.id/index.php/jees 297 October 2021 | Volume 6 | Issue 2
Wiwiet Eva Savitri Autonomous learning practices of extrovert and introvert EFL learners

Chasmar, J., & Benson, L. (2016). Future time perspective Lee, M.-K. (2017). To be autonomous or not to be: Issues of
and self-regulated learning: Multiple case studies in subsuming self-determination theory into research on
industrial engineering. In 2016 ASEE Annual language learner autonomy. TESOL Quarterly, 51(1),
Conference & Exposition. 220–228. https://doi.org/10.1002/tesq.343
Chen, M. L., & Hung, L. M. (2012). Personality type, Liu, H. (2015). Learner autonomy: The role of motivation in
perceptual style preferences, and strategies for foreign language learning. Journal of Language
learning English as a foreign language. Social Teaching and Research, 6(6), 1165 .
Behavior and Personality, 40(9), 1501–1510. https://doi.org/10.17507/jltr.0606.02
https://doi.org/10.2224/sbp.2012.40.9.1501 Nguyen, L. T. C., & Gu, Y. (2013). Strategy-based
Chik, A., Aoki, N., & Smith, R. (2017). Autonomy in instruction: A learner-focused approach to
language learning and teaching: New research developing learner autonomy. Language Teaching
agendas. In Autonomy in Language Learning and Research, 17(1), 9–30.
Teaching: New Research Agendas. https://doi.org/10.1177/1362168812457528
https://doi.org/10.1057/978-1-137-52998-5 Noprianto, E. (2017). Extrovert versus introvert students:
Deed, C. G. (2010). Where do I begin? A case study of What EFL learning strategy do they use?. ASIAN
student self-regulation. The International Journal of TEFL: Journal of Language Teaching and Applied
Learning, 17(1), 443-453. Linguistics, 2(2), 119–135.
Dörnyei, Z. (2014). The psychology of the language learner: https://doi.org/10.21462/asiantefl.v2i2.34
Individual differences in second language Nosratinia, M., & Zaker, A. (2015). Boosting autonomous
acquisition. Routledge. foreign language learning: Scrutinizing the role of
Egan, P. A. (2017). The relationship between student self- creativity, critical thinking, and vocabulary learning
regulation strategies and increased student strategies. International Journal of Applied
achievement: A study on how the explicit integration Linguistics and English Literature, 4(4), 86–97.
of self-regulation strategies impacts student reading https://doi.org/10.7575/aiac.ijalel.v.4n.4p.86
achievement in the elementary classroom (Doctoral Reinders, H., Nunan, D., & Zou, B. (2017). Innovation in
dissertation, University of St. Francis). language learning and teaching (p. 332). Palgrave
Ferla, J., Valcke, M., & Schuyten, G. (2010). Judgments of Macmillan.
self-perceived academic competence and their Regency, P., & Sulawesi, S. (2018). Sekolah Tinggi Keguruan
differential impact on students’ achievement dan Ilmu Pendidikan (STKIP)- DDI Pinrang. 1(2).
motivation, learning approach, and academic Sadeghi, K., & Khezrlou, S. (2014). Maureen S. Andrade
performance. European Journal of Psychology of and Norman W. Evans: Principles and practices for
Education, 25(4), 519-536. response in second language writing: Developing
https://doi.org/10.1007/s10212-010-0030-9 self-regulated learners. Applied Linguistics.
Gao, X. A. (2010). Autonomous language learning against https://doi.org/10.1093/applin/amu005
all odds. System, 38(4), 580–590. Salter, P., & (AARE), A. A. for R. in E. (2012). Developing
https://doi.org/10.1016/j.system.2010.09.011 self-regulated learners in secondary schools.
Gonzalez-Gascon, E., & Aljaro Palacios, M. (2013). Australian Association for Research in Education.
Influence of the development of self-regulated Sutrisno, B., Rasyid, Y., & Rahmat, A. (2018). The effect of
learning strategies in the acquisition of generic skills, cooperative language learning and personality types
when using the blended learning methodology. towards essay writing. English Review: Journal of
Edulearn13: 5th International Conference on English Education, 6(2), 95-104.
Education and New Learning Technologies. https://doi.org/10.25134/erjee.v6i2.1259
Hajimohammadi, R., & Makundan, J. (2011). Impact of self- Takagi, A. (2003). Learner autonomy and motivation in a
correction on extrovert and introvert students in EFL cooperative learning class. Autonomy you ask, 129-
writing progress. English Language Teaching, 4(2), 142. Retrieved from http://c-faculty.chuo-
161-168. https://doi.org/10.5539/elt.v4n2p161 u.ac.jp/~mikenix1/ldsig/AYA/Takagi.pdf
Jacobs, G. M., Renandya, W. A., & Power, M. (2016). Teng, F. (2018). Incidental vocabulary acquisition from
Simple, powerful strategies for student centered reading-only and reading-while-listening: A multi-
learning. Springer International Publishing. dimensional approach. Innovation in Language
Jacobs, G., & Power, M. A. (2016). Student centered Learning and Teaching, 12(3), 274-288.
learning–an approach to fostering democracy in Teng, F. (2019). Autonomy, agency, and identity in teaching
schools. Beyond Words, 4(2), 79-87. and learning English as a foreign language. Springer
Johnson, N., & Arunachalam, N. (2013). Perspectives of Singapore. https://doi.org/10.1007/978-981-13-0728-7
self-regulated learning in higher education. Teng, F., & He, F. (2015). An example of classroom practice
International Multidisciplinary Peer-Reviewed using flashcards for young learners: preliminary
Journal. indications for promoting autonomy. Studies in Self-
Kumaravadivelu, B. (2003). Forum critical language Access Learning Journal, 6(4), 382–398.
pedagogy a postmethod perspective on English
language teaching. World Englishes, 22(4), 539–550.

Journal of English Educators Society | jees.umsida.ac.id/index.php/jees 298 October 2021 | Volume 6 | Issue 2
Wiwiet Eva Savitri Autonomous learning practices of extrovert and introvert EFL learners

Retrieved from Conflict of Interest Statement: The authors declare that the research was
http://search.ebscohost.com/login.aspx?direct=true& conducted in the absence of any commercial or financial relationships that could
be construed as a potential conflict of interest.
profile=ehost&scope=site&authtype=crawler&jrnl=2
1853762&AN=112921095&h=ubPtO8VDqyNxNJ8 Copyright © 2021 Wiwiet Eva Savitri. This is an open-access article distributed
N1hFdqoHxdH5QLbGxohTdOBeu2atjxo3h8e0Dz6q under the terms of the Creative Commons Attribution License (CC BY). The use,
r7b5DMMh0P7gTeftoiDTzwESeyPyQrg%3D%3D& distribution or reproduction in other forums is permitted, provided the original
crl=c%5Cnhttps://sisaljournal.files.word author(s) and the copyright owner(s) are credited and that the original
Ushioda, E. (2010). L2 motivation, self and identity: Current publication in this journal is cited, in accordance with accepted academic prac-
theoretical perspectives. Antwerp CALL paper. tice. No use, distribution or reproduction is permitted which does not comply
with these terms.
Centre for Applied Linguistics, University of
Warwick, Coventry, UK, 1-19.
Wichayathian, N., & Reinders, H. (2018). A teacher's
perspective on autonomy and self-access: from
theory to perception to practice. Innovation in
Language Learning and Teaching, 12(2), 89-104.
Wu, W. C. V., Hsieh, J. S. C., & Yang, J. C. (2017).
Creating an online learning community in a flipped
classroom to enhance EFL learners’ oral proficiency.
Educational Technology and Society, 20(2), 142–
157.
Zhang, W. (2017). Using classroom assessment to promote
self-regulated learning and the factors influencing its
(in) effectiveness. Frontiers of education in
China, 12(2), 261-295.

Journal of English Educators Society | jees.umsida.ac.id/index.php/jees 299 October 2021 | Volume 6 | Issue 2