An investigation of personality trait on asynchronous computer-mediated communication supporting speaking performance

The study was designed to offer an extended thread of speaking practice and performance with regard to in-class instruction and after-class exercise in EFL learning environment. To allow students to outspread speaking practice in class, an implementation of asynchronous computer-mediated communication in terms of audioblog was utilized to manage the after-class speaking practice and performance. In the meanwhile, individual difference has been seen as one of the most affected factors to shape learning, such as feature of personality. Thus, the study intended to understand the impact of personality trait would react on audioblog use for speaking performance in English, and the product of the presentation of speaking performance on audioblog. Two research questions were managed as R1: how does personality trait influence students' speaking performance on audioblogs? R2: how do students with different personality trait manage the speaking performance on audioblogs? The participants were three hundred and twenty one male high school students. They were taking an English speaking class for a semester and recruited in the study. After each thematic speaking class, they were instructed to accomplish one thematic speaking performance and post it on their audioblogs accordingly. A mixed method of quantitative and qualitative was analyzed to collect the responses from the students with different personality trait. A few of affected matters from students, as well as the overall presentation of speaking performance on audioblog were gathered for data analysis. The findings of the study showed students with different personality trait affected distinctly on confidence and willingness in English after engaging with audioblog for speaking performance. Those who were inclined to be introverted showed the potential to accomplish more speaking performance than those who were more extroverted. In addition, the implementation of speaking performance on audioblog seemed to significantly influence students' willingness in English after a long-period engagement, particularly to the introverted ones. On the other hand, the overall presentation of students' performances on audioblogs revealed an astounding achievement that not only for the recording style but also the presentation format, and either extroverted or introverted students were apt to favor some presentation formats by the trait of personality.