چكيده
It seems that in most of EFL settings less attention is given to enhance the learners’ reading comprehension ability in order to get a better understanding of author’s intention. This research addressed perspective taking ability and its effect on Iranian introvert vs. extrovert EFL learners’ reading comprehension skill. The whole population of the research was 400 EFL learners of three English language-learning institutes among which 180 EFL learners were selected non-randomly. They were both male and female with the age range of 15-25. For choosing the participants, A Nelson language proficiency test was manifested to 180 EFL learners with the purpose of homogeneity and 135 learners were chosen. Then a personality type test (introvert vs. extrovert) was given to the participants. The participants were divided to two groups of experimental and control groups. Both group participants took reading proficiency pretest; afterwards, experimental group was taught techniques for enhancing perspective taking ability, and control group was taught by normal method of teaching reading skill; after the treatment, both groups took teacher-made posttest of reading. The result revealed that the participants in both groups performed better in their reading test after instruction. In addition, the perspective taking techniques are influential on both extrovert and introvert Iranian Intermediate level EFL learners’ reading comprehension skill and there is not any difference between the extrovert and introvert learners regarding the reading comprehension skill. The present study findings provide EFL teachers to incorporate appropriate and practical techniques for instruction of reading in their existing training courses. Based on the evidences, concentrating deliberately on perspective-taking makes learning more useful and more imaginative, also develops more complicated thinking that leads to better results of teaching and learning foreign languages.
