The purpose of this study is to determine how extroverted and introverted students
respond to various teaching strategies in English as a foreign language (EFL)
classes. In addition, this study also attempts to determine which strategies are
considered most effective by each type of student personality. The research method
used is a qualitative approach. There were six students, one English teacher, three
extroverted students, and three introverted students. A semi-structured interview
was used to collect data, which was then analyzed to find patterns and differences
in student responses based on their personality types. Findings show that both
extroverted and introverted students generally respond positively to the teaching
strategies used in the classroom. However, the motivation behind their responses
differs. Extroverted students prefer methods that are engaging, interactive, and
stimulating, as these encourage active participation and enthusiasm. Meanwhile,
introverted students prioritize comfort, stress reduction, and increased self
confidence, especially in structured or less crowded environments. Despite these
differences, game-based learning emerged as the most superior strategy and
consistently received positive responses in all interview questions. Both personality
types have a favorable view of games, albeit for different reasons. Extroverted
students like an energetic and exciting atmosphere, while introverted students
appreciate the calm and stress-free environment that games offer. The results of this
study show that game-based learning can be an inclusive communication strategy
that can adapt to various personality characteristics in English as a foreign language
(EFL) classes.

Keywords: teaching strategies, personality traits, and EFL speaking