چكيده
This study investigated the effect of Self-Regulated Strategy Development (SRSD) on Iranian extrovert vs. introvert EFL learners' persuasive writing fluency. Participants included 28 female 3rd grade high school students. In this study there were three stages: Baseline phase (pretest), Fluency phase, and Maintenance phase (posttest), according to Patricia A. Leins' (1997) study about persuasive writing. This three-phase strategy was employed to assess the effects of SRSD on persuasive essay writing fluency. Prior to the experiment, the students' level of language proficiency were determined by administering a proficiency test. According to students' proficiency knowledge, the 45 intermediate students were chosen as the samples of the study. Moreover, theirpersonality type according to Eysenck Personality Questioner (EPQ); was determined. Students in higher and lower level of extroversion were selected. In instructional phase on teaching the SRSD persuasive essay strategy POW + TREE was implemented.After the treatment, in Maintenance (posttest) phase all students in both extrovert and introvert groups made positive gains from base line phase(pretest) to maintenance phase (posttest), and also, according to the result s that showed the comparison between two groupsof extrovert and introvert students' performance, there was not any difference between extrovert and introvert students' persuasive writing fluency.
Key words:
Extroversion, Fluency, Introversion, Persuasive writing, Self - regulated strategy development
