Having them working in smaller groups, such as three-student or pair work, is much more efficient than with larger groups. They tend to be less anxious and less intimidated by those who are dominant in discussion, thus getting more confident in expressing their ideas. Alternately, teachers can occasionally place individual work with individual seats to let the introverts have intermission after discussions. Not only for introverts, extroverts also will learn to create self-regulation through individual work. All students need to explore and reflect on their own attitudes and values. Therefore, writing a brief reflection after the lessons will be suitable to support in-depth thinking.
Students, both introverts and extroverts, will benefit from constructivist-based practices where experiences, project-making, and contributions to society can increase their level of cognitive skills. Speaking task requirement for these experiences can be captured through a video recording or can be facilitated by online learning management system, alleviating students to express opinions with enough stipulated time and prepare for speaking assignments. Writing and brainstorming ideas are crucial in developing introverts' involvement, especially in speaking experiences.
Learning experiences students gain in schools is a part of the learning process given to achieve the expected 21st Century Skills, one of which is the social skill. Therefore, getting them ready for real-life skills and practicing for their future career and social life is essential. Introverts endure different patterns and quality of feelings and attitudes than extroverts towards social interaction. Understanding these diverse qualities in students' personalities takes courage and empathy for them to feel accepted wherever they live and learn. Support from significant others releases their brilliance to be able to grasp opportunities to be successful -- averting them from detrimental and unnecessary judgment.
References
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Cain, S. (2012). Quiet: The power of introverts in a world that can't stop talking. Crown Publishers.
Cox-Fuenzalida, L., Angie, A., Holloway, S., & Sohl, L. (2006). Extraversion and task performance: A fresh look through the workload history lens. Journal of Research in Personality, 40, 432--439.
Drnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum Associates, Inc.
Emirza, F., & Sahril, M. (2021). An investigation of English speaking skills performance of introvert students in speaking class. English Journal. 15(1), 10-17.
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