A comparative study of introvert and extrovert learning styles in Arabic debate learning

Fithtriyah, Aidah, Zuhdy, Halimi ORCID: https://orcid.org/0000-0002-1579-5534, Faisol, Faisol and Rasuliy, Mohammad Walid (2026) A comparative study of introvert and extrovert learning styles in Arabic debate learning. Jurnal Al Burhan, 6 (1). pp. 472-486. ISSN 2830-2486

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Abstract

Arabic debate learning requires active participation and critical thinking; however, students with different personality types exhibit varying learning style preferences that may affect their engagement and performance in debate activities. Inadequate alignment between instructional strategies and students’ learning styles can limit participation and reduce the effectiveness of debate-based learning. Despite the increasing use of debate in Arabic language education, empirical research examining the relationship between personality type and learning style preferences in Arabic debate contexts remains scarce. Therefore, this study aims to analyze differences in learning styles between introverted and extroverted students at Raudhatul Lughah al-‘Arabiyyah, Ma‘had Annuqayah al-Islami, Sumenep, to provide pedagogical insights for more adaptive and inclusive Arabic debate instruction. A quantitative approach with a comparative design was employed, involving 35 female students as the sample. Data were collected using the MBTI questionnaire to determine personality types and the VARK questionnaire to identify learning style preferences. They were analyzed using descriptive statistics and the Chi-Square test. The results indicated that extroverted students tended to prefer auditory learning, while introverted students favored visual and reading/writing learning styles; however, the Chi-Square test showed no significant difference (χ² = 6.389; p = 0.094), meaning that the learning style scores of both personality types were relatively similar, despite certain tendencies corresponding to personality traits. Pedagogically, these findings suggest that Arabic teachers and musyrifah should implement multimodal learning strategies integrating both auditory and visual elements to enhance active participation, critical thinking, speaking fluency, and students’ confidence in using Arabic.

Item Type:	Journal Article
Keywords:	debate; learning style; personality
Subjects:	13 EDUCATION > 1302 Curriculum and Pedagogy > 130214 Teaching Arabic as a Foreign Language (Ta'lim al-'Arabiyah Lighairi al-Nathiqin Biha) Curriculum and Pedagogy > 13021406 al-Lughah al-'Arabiyyah li Aghradh al-Khash (Arabic for Specific Purposes)
Divisions:	Faculty of Humanities > Department of Arabic Language and Letters
Depositing User:	Halimi Zuhdy Zuhdy
Date Deposited:	15 Oct 2026 15:32

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