Is there a relationship between shyness and English proficiency level of bilingual and monolingual EFL learners

It would be mention that bilingualism can be defined in different ways. For example, Maleki (2011) asserted that individual level includes consecutive or simultaneous learning which involves the content of achievement, ability, language competence and proficiency. However, social level contains complex phenomena of minority and migrants and focuses some matters like domain and diglossia. These are useful in interpreting the various ways that linguistic resources are organized in multilingual communities. In these communities, there are some phenomena like transfer, borrowing, code switching and interference. The current study seeks to examine the effects of the role of shyness in English proficiency level of Bilingual EFL Learners in Komijan (in the province of Markazi) and Monolingual EFL learners in Arak (in the province of Markazi). The number of subjects were 98 and all of them were male .The age range of learners was 12 to 15. Thus, Revised Cheek and Buss Shyness Scale (RCBS) was used to measure the shyness level of both bilingual and monolingual learners. Results of the One-way ANOVA indicated that different level of shyness was not significant among bilingual and monolingual learners. It also indicated that bilingual students outperformed monolingual students in General English Proficiency.