Individual Differences in the Speaking Classroom of English as a Foreign Language: Why Personality Traits, Willingness to Communicate, Self-Efficacy, and Learning Preferences Matter?

Abstract

This study investigates the role of English language learners' individual differences in the speaking classroom. It examines, from an ecological perspective, how English as a foreign language learners’ personality traits, willingness to communicate, self-efficacy, and learning preferences interact with the learning environment in the development of their speaking skills. An action research was undertaken to collect data from the participants. The discussion of these data within the theoretical framework composed of Systemic Functional Linguistic theory, the Big Five Personality traits model, and the ecological theory of learning reveal that the development of learners' speaking skills is heavily influenced by the interconnection between personality traits, willingness to communicate, self-efficacy, and learning preferences. The findings highlight the importance of integrating learners’ individual differences into the teaching content and practices since their ignorance can lead to difficulties in speaking. Our suggestions to improve the situation lies in three key points: the identification and integration of individual differences in the speaking curriculum; a dynamic adjustment of classroom activities to fit in learners’ individual differences through differentiated instruction and personalized feedback, and the implementation of public speaking training for anxiety reduction during speaking activities.