SUMMARY
This research seeks to examine the effect of two models of reading comprehension, namely top-down and bottom-up processing, on the reading comprehension of extrovert and introvert EFL learners’ reading comprehension. To do this, 120 learners out of a total number of 170 intermediate learners being educated at Iran Mehr English Language School were selected all taking a PET (Preliminary English Test) first for homogenization prior to the study. They also answered the Eysenck Personality Inventory (EPI) which in turn categorized them into two subgroups within each reading models consisting of introverts and extroverts. All in all, there were four subgroups: 30 introverts and 30 extroverts undergoing the top-down processing treatment, and 30 introverts and 30 extroverts experiencing the bottom-up processing treatment. The aforementioned PET was administered as the post test of the study after each group was exposed to the treatment for 18 sessions in six weeks. After the instructions finished, the mean scores of all four groups on this post test were computed and a two-way ANOVA was run to test all the four hypotheses raise in this study. the results showed that while learners generally benefitted more from the bottom-up processing setting compared to the top-down processing one, the extrovert group was better off receiving top-down instruction. Furthermore, introverts outperformed extroverts in bottom-up group; yet between the two personalities subgroups in the top-down setting no difference was seen. A predictable pattern of benefitting from teaching procedures could not be drawn for introverts as in both top-down and bottom-up settings, they benefitted more than extroverts.