چكيده
The present study investigated the effect of Project-based learning of listening Comprehension on Iranian Introvert vs. Extrovert EFL students' autonomy and self-regulation. First, a NELSON proficiency test was administrated to 118 learners to homogenize the students and prove that they are at the same level of language proficiency, i.e., intermediate level. Based on the results of NELSON test, 90 participants whose scores fall one SD above and one SD below the mean were chosen for the study. In the next step, a personality questionnaire was administrated to the participants to distinguish the introverts and extroverts. Then based on the results, these participants were divided into three groups shaping two experimental groups (one introvert and one extrovert) and one control groups (introvert and extrovert). In the third step, an Autonomy questionnaire and Self-Regulation questionnaire were administrated to 90 participants (three groups). In the treatment phase the experimental groups received treatment in terms of project-based learning, the base of PBL method in the present study was that the teams of learners developed a project each session. Project-based learning was performed during 10 sessions for both experimental groups by the same teacher. After the treatment period, all the participants in three groups took the posttest of the autonomy and self-regulation questionnaires. It was found that there was a significant difference between autonomy and self-regulation scores of the students in the experimental and the control groups in terms of the application of project-based learning in favor of the experimental group. And also indicated that there was a significant difference between autonomy and self-regulation of introvert and extrovert learners who experienced project learning of listening comprehension.
