The Correlation between Extraversion and Speaking Achievement in Indonesian EFL Senior High School Students

Abstract

Speaking achievement is influenced by various psychological factors that shape learners’ confidence and willingness to communicate in English. Among these factors, extraversion has been recognized as a personality trait associated with language learning success. Therefore, this study investigated the relationship between extraversion and speaking achievement among EFL senior high school students. A quantitative correlational research design was employed. The participants consisted of 117 tenth-grade students enrolled in the 2025/2026 academic year, selected through purposive sampling. Data were collected using the Eysenck Personality Inventory (EPI) and an English-Speaking performance test. The data were analyzed using Spearman’s Rank Correlation Coefficient. The findings revealed no significant correlation between extraversion and speaking achievement (r = 0.134, p = 0.150). Descriptive analysis also indicated that participants generally exhibited a fairly extroverted personality and very good speaking achievement. These findings suggest that students with higher levels of extraversion did not necessarily achieve higher speaking scores. Therefore, personality should be considered one of several factors influencing speaking achievement in English Language teaching.