The Nature of the Relationship between Student Learning Styles and Performance on Selected English Second Language Tasks

2010 ◽  
Vol 160 ◽  
pp. 100-111
Author(s):  
Mzwamadoda Phillip Cekiso
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Learning Style ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
College Of Education ◽  
Eastern Cape ◽  
English Second Language ◽  
College Learners ◽  
And Performance

Abstract An awareness of individual differences in learning has made ESL/EFL educators and programme designers more sensitive to their roles in teaching and learning and has permitted them to match teaching and learning styles so as to develop students’ second and foreign language learning. The purpose of the present study is to (a) determine what the learning style profiles of College of Education (Eastern Cape) students look like as well as (b) to determine if there is a relationship between the learning styles of these students and their performance on selected ESL tasks. The results indicated that the ESL college learners in the Eastern Cape displayed a variety of learning styles and also performed differently on a variety of ESL tasks.

The Impact of Foreign Language Learning Style on Strategies Preferences in Art Colleges

2014 ◽  
Vol 971-973 ◽  
pp. 2677-2680
Author(s):  
Di Jiao
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Style ◽  
Foreign Language Learning ◽  
English Learning ◽  
Factors Affecting ◽  
The Impact ◽  
The Relationship

Factors affecting students’ English learning performances are always debated among language researchers. This research is carried out in art colleges to figure out the students’ preferences in learning styles and learning strategies as well as the relationship between them. Questionnaires have been applied and data have been dealt with by SPSS. This research has shown that students in the art college tend to be visual and individual learners, and thus they prefer to adopt metacognitive, memory and affective strategies.

scholarly journals INSIGHTS INTO LEARNING STYLES PREFERENCE OF ENGINEERING UNDERGRADUATES: IMPLICATIONS FOR TEACHING AND LEARNING

2022 ◽  
Vol 7 (1) ◽  
pp. 390-409
Author(s):  
Nadia Nur Afiqah Ismail ◽  
Tina Abdullah ◽  
Abdul Halim Abdul Raof
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Engineering Education ◽  
Learning Style ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Style Preferences ◽  
Style Preferences ◽  
Learning Style Preference ◽  
Engineering Undergraduates

Background and Purpose: Education at higher institutions prepares graduates for the real world. To develop and maintain quality, the focus must not only be on what institutions can offer but also on the learning needs and styles of learners. Despite many studies on engineering learners’ learning styles, limited research has been conducted to compare the learning styles of Engineering and Engineering Education learners. This study was conducted to ascertain the learning style preferences of first-year undergraduates from both groups in a science and technology-driven university in Malaysia.   Methodology: This descriptive study consisted of 40 Engineering and 40 Engineering Education learners who attended an English language course at the university. Perceptual Learning Style Preference Questionnaire was adopted as the survey instrument. The data were analysed using self-scoring sheet and Statistical Package for the Social Sciences.   Findings: While both groups chose Kinaesthetic as a major learning style preference, the Engineering Education learners also chose Group, Tactile, and Auditory learning styles as their other major preferences. Both groups chose Visual and Individual as their minor preferences.   Contributions: The findings extend research demonstrating the significant role of specific disciplines in Engineering to determine the learning style preferences of learners. The findings also provide useful insights that suggest implications for practice and policy.   Keywords: Engineering, engineering education, English language, learning styles, teaching and learning.   Cite as: Ismail, N. N. A., Abdullah, T., & Abdul Raof, A. H. (2022). Insights into learning styles preference of engineering undergraduates: Implications for teaching and learning.  Journal of Nusantara Studies, 7(1) 390-409. http://dx.doi.org/10.24200/jonus.vol7iss1pp390-409

scholarly journals Teachers' Perception of the Students' Foreign Language Learning and the Potential Role of ICT

2019 ◽  
Vol 9 (2) ◽  
pp. 1-18
Author(s):  
María del Carmen Horno Chéliz ◽  
Antonio Sarasa Cabezuelo
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Learning Style ◽  
New Technologies ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Theory And Practice ◽  
Learning Problems ◽  
Relevant Effect ◽  
Teaching Learning

This article focuses on the learning problems that arise in the teaching of second languages. Nowadays, the introduction of new technologies in this field has had a relevant effect by offering new possibilities that did not exist in the analogue era. However, many of the learning problems persist, and one of the causes identified is the change in learning styles. The use of new technologies has fostered an experimental learning style among students. This style is incompatible with traditional classes of theory and practice, in which an intellectual effort is required to understand the theory and then put into practice what has been learned. The present work starts from this reality and tries to provide possible improvements. For this, an analysis of the main problems encountered by the learners in the various linguistic acquisition components (lexicon, grammar and processes of comprehension and production, both oral and written) has been carried out. The method used was a questionnaire answered by 113 active language teachers. After the analysis of the answers received, a series of specific problems of the teaching-learning process was enumerated and different IT applications and ICT resources were searched that could solve or at least minimize them.

scholarly journals Graduate Students’ Proficiency Strategy Attitutes on Autonomous Learning in Foreign Language Learning

2018 ◽  
Vol 11 (7) ◽  
pp. 142
Author(s):  
Halil Küçükler
Keyword(s):  
Graduate Students ◽  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Learning Style ◽  
Foreign Language Learning ◽  
Autonomous Learning ◽  
Perceptual Learning Style ◽  
Medium Level ◽  
High Level

The aim of the study is to investigate the strategy attitudes of graduate students’ proficiency attitudes on autonomous learning in foreign language learning. This survey was conducted in Balıkesir University in academic years of of 2014-2015. The survey analyses graduate (Master of Arts) students’ foreign language learning styles and strategies to find out to what extent they are autonomous. Two kinds of questionnaires were administered. The first one was learner autonomy survey questionnaire developed by Zhang and Li (2004), which was administered to investigate how autonomous the participants were in learning English as a foreign language. The second one was the perceptual learning style preference questionnaire (PLSPQ) developed by Reid (1987). The two questionnaires were administered to 600 graduate students enrolled in the Institutions of Social Sciences and the Institution of Health at Balıkesir University in the academic years of 2014-2015. Only 504 graduate students responded the questionnaires. Then it was announced that there would be two types of English YDS preparation courses for the participants enrolled at Balıkesir University, Institute of M.A programs. 30 participants applied to join the courses. The participants are assigned to two groups, as instructed and non-instructed on voluntary bases. The results of data analysis showed that most of the participants preferred to learn English in class. But few students believed that they would be successful by self-study. The learners did not use strategies in high level but they used them in medium level.

scholarly journals Engaging ESP Students with Brain-Based Learning for Improved Listening Skills, Vocabulary Retention and Motivation

2017 ◽  
Vol 10 (12) ◽  
pp. 182 ◽  
Author(s):  
Ashraf Atta Mohamed Safein Salem
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Teaching And Learning ◽  
Business Students ◽  
Foreign Language Learning ◽  
Learning Approach ◽  
Listening Skills ◽  
Vocabulary Retention ◽  
Learning And Teaching ◽  
Brain Based Learning

The concept of teaching and learning has changed drastically over the past few years by the virtue of both research results carried out in the fields of second/Foreign language learning and acquisition. Of all these researches, findings related to the brain structure and functions in cooperation with cognitive aspects of the education process, including the study of learning styles and intelligence have struck the language learning domain. A due understanding of learners’ learning styles, emotional preferences as well as their memory functions help teachers to build their teaching practices to optimize students’ learning. Brain Based Learning Approach (BBLA) is a natural, motivating, and a positive way that supports and maximizes learning and teaching. The current study implements Brain Based Learning Approach to improve listening skills of Business students, retention and establish positive attitudes with regards to their brain dominance and learning styles. To achieve these aims, listening skills test, vocabulary retention test, adapted form of Robert Gardner Motivation Scale, were developed and used. The sample of the study consists of thirty six Business majors. Findings show that Brain Based Learning Is an effective approach for developing listening skills, consolidate vocabulary recalling and retention. It also helps maximize motivation towards learning language skills.

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 Teachers Perceptions of Gender Differences in Learning Styles in Pakistan

2020 ◽  
Vol 1 (3) ◽  
pp. 35-46
Author(s):  
Tayyaba Mehmood
Keyword(s):  
Gender Differences ◽  
Learning Styles ◽  
Language Learning ◽  
Learning Style ◽  
Undergraduate Students ◽  
Learning Process ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Structured Interviews ◽  
Undergraduate Level

The purpose of the study is to explore the preferred language learning styles of the undergraduate students based on their gender. In Pakistan, the traditional lecture method is commonly used at the undergraduate level which is teacher centred (Hussain, Azeem & Shakoor, 2011), not accounting for the learner and learning style differences. The difference in learning styles varies from one individual to another; thus, influencing the overall language learning process and performance (Manochehr, 2006). The present study used a mixed method approach, with Kolb’s learning style model (1986) as the basis of the theoretical framework to determine individual learning styles. The sample was selected through purposive sampling technique and comprised of 60 undergraduate students and 10 teachers who were teaching English to these students. Data was collected from the students studying English at the undergraduate level and their teachers by using survey questionnaire and semi structured interviews respectively and was analysed in the form of descriptive statistics. The findings of the study confirmed that gender differences had a direct influence on the learning style preferences of the students. Moreover, both male and female students showed a tendency for Active Experimentation (AE) style of learning, indicating that they want to be actively engaged in their own learning process, instead of merely listening to the lectures being delivered in the traditional method. In addition, although the findings indicated that the teachers were aware of the differences in the learning styles based on gender, but their teaching practices did not account for the preferred learning styles of the students. These results can be further utilized to improve the teaching and learning styles for the students at the undergraduate students.

scholarly journals A Study of Foreign Language Learning Styles Used by Georgian Students

2011 ◽  
Vol 15 (2) ◽  
pp. 121-127
Author(s):  
Rusudan Gogokhia ◽  
Natela Imedadze
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Learning Style ◽  
Standardized Test ◽  
Foreign Language Learning ◽  
Learning Style Preferences ◽  
Teaching Learning ◽  
Style Preferences ◽  
Successful Students

A Study of Foreign Language Learning Styles Used by Georgian Students The aim of the work was to research learning style distribution in Georgian university students to determine which styles or their complexes are optimal in foreign language learning in similar conditions of teaching. Learning style preferences of more and less successful students were compared using a standardized test (Ehrman, 1998). An analysis of frequencies does not reveal reliable differences between more successful and less successful students. A statistically reliable correlation between varieties of styles was detected only in more successful students, giving grounds to conclude that successful students use diverse and multiple styles, while less successful ones are mostly stuck with one style.

scholarly journals Autonomous Learning for Proficiency Level İn Foreign Language Development of Graduate Students

2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Halil Küçükler
Keyword(s):  
Graduate Students ◽  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Learning Style ◽  
Foreign Language Learning ◽  
Autonomous Learning ◽  
Control Group ◽  
Student Centred Learning ◽  
Experimental Group

Also called student-centred learning, autonomous learning is a multifaceted and self-motivated study skill that relates to a change in focus in the learning environment from the teacher to the student or from teaching to learning (Taylor 2000, p. 107). Its impact on linguistic competence has been investigated over time and the two have been found to be correlated. This survey was conducted in Balıkesir University in academic years of 2014-2015. The survey analyses graduate (Master of Arts) students’ foreign language learning styles and strategies to find out to what extent they are autonomous. The aim of the study is to investigate the impacts of graduate students’ proficiency attitudes on autonomous learning in foreign language learning. Two kinds of questionnaires were administered: the first one was learner autonomy survey questionnaire developed by Zhang and Li (2004), which was administered to investigate how autonomous the participants were in learning English as a foreign language. The second one was the perceptual learning style preference questionnaire (PLSPQ), developed by Reid (1987). The two questionnaires were administered to 600 graduate students enrolled in the Institutions of Social Sciences and the Institution of Health at Balıkesir University in the academic years of 2014-2015. Only 504 graduate students responded. Then it was announced that there would be two types of English YDS preparation courses for the participants enrolled at Balıkesir University, Institute of M.A programs. 30 participants applied to join the courses. The participants are assigned to two groups, as instructed and non-instructed on voluntary bases. The study involved the YDS test that measured the performance of the control and experimental groups to find out the differences. The study involved 15 sample YDS tests that were administered after every two weeks of instructions. Before the training commenced, there were some preliminaries that were being applied to determine the advancement in the level of proficiency and the level of trainees.  The results indicate that the male graduate students from both groups performed better than the female learners. The results also reveal that the control group scored a mean of 38, 86 while the experimental group recorded 38, 06 in the first test. Throughout all tests, the experimental group only scores a few points less. The ultimate YDS (The formal Proficiency Exam) score was (control group= 48; experimental group =47), which is almost the same. There is no meaningful difference between the control and experimental group.

scholarly journals Influence of Students’ Learning Style and Performance in the Comprehensive English Class

2020 ◽  
Vol 8 (5) ◽  
pp. 58
Author(s):  
Haihua Tu
Keyword(s):  
Language Learning ◽  
Learning Style ◽  
Teaching And Learning ◽  
English Language ◽  
Careful Consideration ◽  
Student Centered ◽  
Student Centered Learning ◽  
English Class ◽  
Group Interviews ◽  
And Performance

The purpose of this research was to improve Chinese university students’ performance in four aspects, namely sense of responsibility, academics in students’ grades, engagement and self-esteem by using student-centered learning approach at a University in China and quantitative and qualitative measurements. Changing students’ learning style was implemented with careful consideration. With that in mind, new English language learning process and teaching model were designed in order to improve the teaching and learning quality. Quantitative measurements was used for data analysis. The research instruments included a set of ten-item questionnaire as well as one open-ended question. In order to obtain the qualitative data, focus group interviews was done in team basis.

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