scholarly journals The Relationship between EFL Learners’ Learning Styles and their L2 Achievement

2013 ◽  
Vol 70 ◽  
pp. 245-253 ◽  
Author(s):  
Omid Tabatabaei ◽  
Somayeh Mashayekhi
Keyword(s):  
Learning Styles ◽  
Efl Learners ◽  
The Relationship

scholarly journals On the relationship between Iranian EFL learners’ reading fluency, their personality types and learning styles

2019 ◽  
Vol 6 (1) ◽  
pp. 1681347
Author(s):  
Lida Foroozandehfar ◽  
Gholamhassan Famil Khalili ◽  
Jeroen van de Weijer
Keyword(s):  
Learning Styles ◽  
Reading Fluency ◽  
Personality Types ◽  
Efl Learners ◽  
The Relationship

scholarly journals The Relationship between Linguistic Intelligence and Visual, Auditory, and Kinesthetic Preferences of Iranian EFL Learners

2017 ◽  
Vol 7 (11) ◽  
pp. 1075
Author(s):  
Rashideh Zoghi
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Instructional Materials ◽  
School Level ◽  
Personality Factors ◽  
Cluster Sampling ◽  
High School Level ◽  
Efl Learners ◽  
The Relationship

Many factors including the learners’ individual personality factors and their sociocultural backgrounds, attitudes to learning the new language, intelligence quotient, and personal learning styles and preferences are involved in the process of second/foreign language learning. The present study attempted to examine the relationship between learners’ linguistic intelligence and their visual, audio, and kinaesthetic (VAK) preferences by formulating three null hypotheses. In order to test the hypotheses, a total number of 100 Iranian female high school-level EFL learners in Tabriz were selected through cluster sampling. The participants took a linguistic intelligence test and responded to a VAK preference questionnaire to obtain data about their linguistic intelligence and VAK preferences. The statistical analysis of the obtained data led to the rejection of all three null hypotheses indicating a significant relationship between the learners’ linguistic intelligence and their VAK preferences. The relationship between linguistic intelligence and auditory preferences turned out to be negative and reverse. These results indicated that in order to increase teaching efficiency, the language educators should try to prepare and use instructional materials suiting the learners’ visual, auditory, and kinaesthetic preferences, indicating the need for individualized language instruction. The findings have implications for curriculum developers and syllabus designers as well as educational policy makers.

scholarly journals The Relationship between Learning Styles and Metacognitive Reading Strategy of EFL Learners

2016 ◽  
Vol 4 (1) ◽  
pp. 47 ◽  
Author(s):  
Zohreh Jafarpanah ◽  
Majid Farahian
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Learning Style ◽  
Proficiency Test ◽  
Foreign Language Learning ◽  
Reading Strategy ◽  
Metacognitive Strategy ◽  
Efl Learners ◽  
The Relationship

<p>Learning styles and strategies are among the important factors which affect the learners’ performance in foreign language learning. The present study investigated the relationship between learning styles and metacognitive reading strategy of Iranian EFL (English as Foreign language) learners. It has also made an attempt to discover which learning style has the strongest correlation with metacognitive reading strategy. Accordingly, a total sample of 128 students who studied EFL at university was asked to answer a proficiency test. The purpose of administrating the proficiency test was to have a homogenized group of intermediate EFL learners. As the next step, the participants were asked to answer two questionnaires which explored their metacognitive reading strategy and learning styles. The data analysis indicated that thirteen learning styles out of twenty-three ones have a significant, positive correlation with metacognitive strategy. Moreover, there was a significant correlation between visual, auditory, introvert, intuitive, concrete, closure-oriented, synthesizing, analytic, sharpener, deductive, field independent, metaphoric, and reflective styles with metacognitive reading strategy. In addition, among 23 learning styles, visual, closure- oriented and synthesizing styles had the strongest correlation with metacognitive strategy. The findings revealed that Iranian EFL learners with these three learning styles use more metacognitive reading strategy.</p><p><strong>Keywords</strong><strong>:</strong> Learning Styles, Metacognitive Reading Strategy, Foreign Language Reading</p>

scholarly journals Language Learning Styles and Writing Strategies as Predictors of Writing Anxiety among Iranian EFL Learners

2020 ◽  
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Learning Style ◽  
Self Report ◽  
Writing Strategies ◽  
Unique Contribution ◽  
Writing Anxiety ◽  
Efl Learners ◽  
Writing Strategy ◽  
The Relationship

The main aim of this study was to see if a significant relationship existed among Iranian EFL learners’ Learning Styles, Writing Strategies and Writing Anxiety. To this effect, 183 EFL learners studying English in three language institutes from the upper intermediate and advanced proficiency levels were selected based on convenient nonrandom sampling procedure. They completed the Kolb Learning Style (KLS), the Inventory of Learning Strategies for writing (ILS) and the Foreign Language Writing Anxiety Scale (FLWAS) self-report questionnaires. However, after the initial screening, 21 cases were discarded as their answers were incomplete, leaving 162 participants in the final sample. The relationship among EFL learners learning styles, writing strategies and writing anxiety were analyzed using the Spearman rank order coefficient of correlation. Since, the results indicated statistically significant relationships among them, multiple regression analyses were run to see if significant predictors of EFL learners’ writing anxiety could be identified. Interestingly, the analyses showed that pragmatist learning style made the strongest statistically significant unique contribution to predict writing anxiety while activist learning style failed to make such a significant contribution. To clarify, the negative relationship suggests that the more pragmatic the preferred learning style is, the lower the writing anxiety. Furthermore, only memory writing strategy made a statistically significant unique contribution to predicting writing anxiety while the other five writing strategies did not. To explain further, their positive relationship implies that learners who apply memory strategies more, face higher levels of writing anxiety. Thus, this study identified learners’ pragmatist learning style and memory writing strategy as significant predictors of writing anxiety in the EFL context. As a result, not only does this study provide statistical evidence of the relationship among these variables but it also stresses the importance of EFL learners’ language learning styles and writing strategies to their writing anxiety.

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