An Exploration on a Framework of Discussion-based Instruction Complying with the Traits of Introverted Learners

Abstract

The purpose of this study is to investigate the characteristics of introverted students represented in discussion-based instruction and to suggest a conformable model for discussion-based instruction, making it possible for all the learners to be reciprocal. Based on the extensive literature review for the purpose, this study describes specifically that the introversion is not an recessive trait, but an estimable personality contrary to the extroversion in classroom discussion. Furthermore, it ascertains that introverted learners possess comparative advantages in terms of intelligences, capabilities, thinking modalities, and learning behaviors than the extroverted. In accordance with the introverted personality and competencies manifested in discussion-based instruction, a framework of the instructional strategies is prescribed in detail as follows; 1) diversification of the expression, 2) individualization of the participation, 3) activation of online discussion, and 4) adaptive evaluation. In addition, it proposes the actionable methods for each phase of the instructional strategies. The researcher cordially expects that the result of this study could become a fruitful contribution for proper understanding of the introverted students and designing the commensurate instruction strategies which would facilitate the potentials of the introverted and confer a benefit on the extroverted concurrently in discussion-based instruction. Finally, limitations of the research are identified. According to the constraints, it brings up the necessities of follow-up research.