چكيده
The present study investigated the effect of project learning of vocabulary on developing self-regulation of Iranian introvert vs. extrovert EFL learners. To answer the objective of the study, 120 pre-intermediate level students in OUJ institute of Tabriz, Iran were chosen. To homogenize the participants, PET test of general language proficiency was administered to 120 students. Based on the mean of 26.60 plus and minus one standard deviation, 90 subjects were selected for the main study. Based on their scores in Eysenck Personality Inventory questionnaire that was completed by them, 90 chosen students were assigned to three groups, two experimental groups (G1= 30 introverts and G 2=30 extroverts) and one control group consisting of 30 introverts and extroverts. Before beginning treatment, self-regulation questionnaire as a pretest was given to three groups. Students of the experimental groups learned the vocabulary through project-based learning for 10 sessions, two sessions per week for 30 minutes every session. Learners in control group received no project-based vocabulary training. Instead, they learned the same vocabularies through traditional and instruction-based methods. At the last session of treatment, they answered to the self-regulation questionnaire again, as a posttest. The data obtained in the study were analyzed through the computer program SPSS. The results of the data analysis indicated that self-regulation of Iranian EFL learners was improved by project learning of vocabulary .And also indicated that there was no significant difference between self-regulation of introvert and extrovert learners who experienced project learning of vocabulary. The findings could be applied by the curriculum developers, material designers, EFL teachers, and the like.
Key words: project-based learning, vocabulary, self-regulation, introvert, extrovert
