scholarly journals Investigating the relationship between linguistic focus of recasts, learning styles and noticing

2021 ◽  
Author(s):  
M Tadayonifar ◽  
M Entezari ◽  
M Bahraman
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Corrective Feedback ◽  
Chi Square ◽  
Story Retelling ◽  
Linguistic Focus ◽  
Visual Learners ◽  
Phonological Errors ◽  
Post Hoc ◽  
The Relationship

The efficacy of Corrective Feedback (CF) is contingent on various factors; conflicting results have been obtained regarding the roles of individual differences and the linguistic focus of CF. The current study investigated the relationship between the linguistic focus of recasts (the most common CF type) and noticing. It further explored the possible relationship between learning styles and recast noticing. The learning styles of 25 intermediate Iranian EFL learners were determined through the VARK questionnaire. During the participants’ story retelling tasks, the researchers provided recasts in response to their grammatical, lexical, and phonological errors. The class presentations were audiotaped, and recasts were highlighted. Online and retrospective methods of measuring noticing were used. Chi-Square tests indicated that there were significant differences among the participants’ noticing in general and in noticing of grammatical, lexical, and phonological recasts in particular. The results of post hoc analysis revealed that the auditory-style participants received the highest noticing rate and the kinesthetic style the least. The study further indicated that learners whose learning style was auditory better noticed grammatical recasts, learners whose learning style was mixed better noticed lexical recasts, and visual learners better noticed phonological recasts.

scholarly journals Investigating the relationship between linguistic focus of recasts, learning styles and noticing

2021 ◽  
Author(s):  
M Tadayonifar ◽  
M Entezari ◽  
M Bahraman
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Corrective Feedback ◽  
Chi Square ◽  
Story Retelling ◽  
Linguistic Focus ◽  
Visual Learners ◽  
Phonological Errors ◽  
Post Hoc ◽  
The Relationship

The efficacy of Corrective Feedback (CF) is contingent on various factors; conflicting results have been obtained regarding the roles of individual differences and the linguistic focus of CF. The current study investigated the relationship between the linguistic focus of recasts (the most common CF type) and noticing. It further explored the possible relationship between learning styles and recast noticing. The learning styles of 25 intermediate Iranian EFL learners were determined through the VARK questionnaire. During the participants’ story retelling tasks, the researchers provided recasts in response to their grammatical, lexical, and phonological errors. The class presentations were audiotaped, and recasts were highlighted. Online and retrospective methods of measuring noticing were used. Chi-Square tests indicated that there were significant differences among the participants’ noticing in general and in noticing of grammatical, lexical, and phonological recasts in particular. The results of post hoc analysis revealed that the auditory-style participants received the highest noticing rate and the kinesthetic style the least. The study further indicated that learners whose learning style was auditory better noticed grammatical recasts, learners whose learning style was mixed better noticed lexical recasts, and visual learners better noticed phonological recasts.

scholarly journals Investigating the relationship between linguistic focus of recasts, learning styles and noticing

2020 ◽  
Vol 10 (1) ◽  
pp. 53-72
Author(s):  
Mojtaba Tadayonifar ◽  
Mahnaz Entezari ◽  
Mostafa Bahraman
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Corrective Feedback ◽  
Chi Square ◽  
Story Retelling ◽  
Linguistic Focus ◽  
Visual Learners ◽  
Phonological Errors ◽  
Post Hoc ◽  
The Relationship

AbstractThe efficacy of Corrective Feedback (CF) is contingent on various factors; conflicting results have been obtained regarding the roles of individual differences and the linguistic focus of CF. The current study investigated the relationship between the linguistic focus of recasts (the most common CF type) and noticing. It further explored the possible relationship between learning styles and recast noticing. The learning styles of 25 intermediate Iranian EFL learners were determined through the VARK questionnaire. During the participants’ story retelling tasks, the researchers provided recasts in response to their grammatical, lexical, and phonological errors. The class presentations were audiotaped, and recasts were highlighted. Online and retrospective methods of measuring noticing were used. Chi-Square tests indicated that there were significant differences among the participants’ noticing in general and in noticing of grammatical, lexical, and phonological recasts in particular. The results of post hoc analysis revealed that the auditory-style participants received the highest noticing rate and the kinesthetic style the least. The study further indicated that learners whose learning style was auditory better noticed grammatical recasts, learners whose learning style was mixed better noticed lexical recasts, and visual learners better noticed phonological recasts.

scholarly journals The Relationship between Learning Styles and Career Decision-Making Self-Efficacy among Medicine and Dentistry Students of Ardabil University of Medical Sciences

2020 ◽  
Vol 2020 ◽  
pp. 1-6
Author(s):  
Robab Farhang ◽  
Ulduz Zamani Ahari ◽  
Samira Ghasemi ◽  
Aziz Kamran
Keyword(s):  
Decision Making ◽  
Learning Styles ◽  
Learning Style ◽  
Self Efficacy ◽  
Career Decision ◽  
Dental Students ◽  
Career Decision Making ◽  
Medical Sciences ◽  
Chi Square ◽  
The Relationship

Background and Objectives. The career decision-making self-efficacy (CDSE) in medical, pharmacy, and dental students is more important than other disciplines due to professional sensitivity, direct involvement in decision-making for the treatment process, and the significant clinical involvement. It is also expected that learning styles can have a significant impact on the academic success, and the CDSE also affects the quality of clinical care. Therefore, the aim of this study was to examine the relationship between the learning styles and the career decision-making self-efficacy among medicine and dentistry students. Materials and Methods. This cross-sectional study was conducted on 235 medical interns and fifth- and sixth-year dental students of Ardabil University of Medical Sciences, Iran. The data were collected using Kolb Learning Style Inventory and Betz and Luzzo career decision-making self-efficacy questionnaire. Statistical tests such as Kolmogorov–Smirnov, Spearman correlation coefficient, Chi-square, one-way ANOVA were used to analyze the data. Results. The mean age of participants was 25.9 ± 1.30; a majority of them were dental students (134 persons, 59.3%), and 92 were medical students (40.7%). The predominant learning styles in dental and medical students were assimilating (40.3%) and converging (47.8%), respectively. There was no significant relationship between students’ learning styles and career decision-making self-efficacy and none of its subscales ( P > 0.05 ). The Chi-square test results showed that a significant difference was observed between the field of study and learning styles of the participants ( P = 0.024 ). Conclusion. This study showed that there was no significant relationship between learning style and career decision-making self-efficacy of the participants.

scholarly journals Cataloguers May Tend to Have Learning Styles Different from Other Library Job Responsibilities

2016 ◽  
Vol 11 (2) ◽  
pp. 198
Author(s):  
Eamon C. Tewell
Keyword(s):  
Learning Styles ◽  
Multiple Choice ◽  
Academic Librarians ◽  
Professional Work ◽  
Job Responsibilities ◽  
P Values ◽  
Index Of Learning Styles ◽  
Visual Learners ◽  
Post Hoc ◽  
The Relationship

Objective – To determine whether relationships exist between academic librarians’ learning styles and their professional work responsibilities. Design – Self-selecting survey. Setting – Email listservs. Subjects – 1579 academic librarians. Methods – The authors used the Index of Learning Styles questionnaire, based on the Felder-Silverman Learning Styles model consisting of eight dimensions on four scales: Active/Reflective, Sensing/Intuitive, Visual/Verbal, and Sequential/Global. The multiple choice survey was distributed online to 23 email listservs for academic librarians in 2011, and to 14 additional listservs in 2013 targeting technical services librarians. 1579 responses were received in total, which were analyzed using ANOVA with a Tukey-Kramer post-hoc mean separation, and descriptively using observed frequencies. Main Results – In examining the relationship between positions and learning styles, the study revealed there to be five statistically significant p-values when the data were analyzed. Catalogers (n=145) were found to be more reflective learners compared to Administrative (n=321) and Instruction librarians (n=228) at the p = 0.009 level. Administrative, Instruction, and “Other” librarians were found to be more intuitive learners than Catalogers, who are more likely to be sensing learners, at the p = 0.0004 level. Digital librarians (n=40) are more likely to be visual learners and Catalogers more likely to be sequential learners when compared to several other librarian categories, at the p = 0.020 and p = 0.001 levels respectively. Conclusions – The authors concluded that there were some statistically significant differences between librarians’ learning styles scores according to job responsibilities. Catalogers were found to have different learning styles than other types of librarians for three out of four scales. Based on these findings, the authors indicate that further research into how librarians’ work responsibilities impact learning styles is justified.

scholarly journals Responsibility and Task Structuring as the Basic Attributes of Learning Styles and Their Relation Towards Consistency and the Quality of Hierarchy of a Learner’s Mind Map

2016 ◽  
Vol 6 (2) ◽  
pp. 29-46
Author(s):  
Jana Duchovičová ◽  
Nina Kozárová
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Mental Representation ◽  
Research Problem ◽  
Curriculum Content ◽  
Mind Mapping ◽  
Chi Square ◽  
The Relationship ◽  
And Task

Abstract The study focuses on the identification of the relationship between the learning style and mental representation of curriculum content. The research problem identifies the relationship between the learning style factors - responsibility and task structuring and the selected categories of curriculum content representation - consistency and the quality of hierarchy identified through mind mapping. For the purposes of the research, we used the LSI Questionnaire by R. Dunn, K. Dunn and G. E. Price, a mind mapping test and chi-square statistics were used for the evaluation of research findings. The research sample consisted of 115 respondents. By means of analysis, we found out that a learning style in the observed factors of responsibility and task structuring does not influence students’ mental representation of the curriculum content.

HUBUNGAN GAYA BELAJAR SISWA TERHADAP ASPEK PENGETAHUAN SISWA PADA MATA PELAJARAN SISTEM KOMPUTER DI SMK IT RAHMATAN KARIMAH BENGKULU TENGAH

2020 ◽  
Vol 1 (01) ◽  
pp. 13-20
Author(s):  
Dian Saputra
Keyword(s):  
Learning Styles ◽  
Computer System ◽  
Learning Style ◽  
Descriptive Analysis ◽  
Visual Learning ◽  
Auditory Learning ◽  
Analysis Techniques ◽  
Post Test ◽  
The Subject ◽  
The Relationship

This study aims to find out the relationship between learning style and students’ knowledge aspect on Computer System Subject at SMK IT Rahmatan Karimah of  Central Bengkulu, the type of research is quantitative and the subject of research is grade X in SMK IT Rahmatan Karimah of  Central Bengkulu. Data collection techniques using observation, Questionnaire and documentation. Data analysis techniques used were Descriptive Analysis, and inferential Statistical Analysis. The results of visual learning style post-test were 11 people with a mean of 76.36, an auditory learning style of 8 people at a mean of 62.14, a kinesthetic learning style of 3 people at a mean of 50.33, apart from that (r x y = 2.35) and the magnitude of r is reflected in the table (r table = 0.4132). Then rxy > r table ie = 2.35> 0.4132. In other words, Ho is rejected and Ha is accepted. It has a significant relationship between the learning styles of students and students’ knowledge aspect on Computer System Subject of grade X TKJ in SMK IT Rahmatan Karimah of  Central Bengkulu

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 CHARACTERISTICS OF GOOD ENGLISH TEACHERS BASED ON THE PERCEPTION OF THE STUDENTS FROM DIFFERENT LEARNING STYLES AND PERSONALITIES

2018 ◽  
Vol 5 (1) ◽  
pp. 23
Author(s):  
Fausiah Sriyuliyana
Keyword(s):  
High School Students ◽  
Learning Styles ◽  
Learning Style ◽  
English Teachers ◽  
Psychological Aspect ◽  
English Teacher ◽  
School Students ◽  
Depth Interview ◽  
Pedagogical Aspect ◽  
Visual Learners

The  research aims are (i) Identifying the characteristics of good English teachers in SMAN 3 Sinjai Selatan. (ii) Knowing the characteristics of good English teacher based on the students’ learning style. (iii) Knowing the characteristics of good English teacher based on the students’ personality. This research was done by using a qualitative approach. The data were collected by using two instruments i.e. questionnaires and in depth interview. The results of this study reveal that (i) The characteristics of good English teacher based on the students’ perception in SMAN 3 Sinjai Selatan are categorized into four different categories, namely proficiency, pedagogical (both conceptual and practical), socio-affective and psychological aspect. The last category was the additional category in which age included in and differently from the work of Gi and  Hyo (2006) that only specified three categories, namely proficiency, pedagogical and socio-affective skills. (ii) In general, the characteristics of good English teacher based on the students’ learning style are dominantly in pedagogical aspect. Visual learners want English teacher who can keep the students’ focus and concentration in their learning; auditory learners expect English teacher who can engage the students’ motivation and interest toward learning English; and haptic learners propose the English teacher who concerns on the process rather than the achievement of the students in learning. (iii) The characteristics of good English teacher proposed by high school students based on their personality are dominantly on the teacher’s pedagogical and socio-affective aspects. Only a few ideas of the students that concern on the teacher’s proficiency and psychological aspect.

scholarly journals Preference of learning style among the Diploma students of UiTM Penang : an overview

2010 ◽  
Vol 7 (1) ◽  
pp. 55
Author(s):  
Eng Kwong Cheang ◽  
Boon Yih Mah ◽  
Pei Eng Ch'ng
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
English Language ◽  
Group Learning ◽  
Reliability Test ◽  
Chi Square ◽  
New Directions ◽  
Language Courses ◽  
Chi Square Test ◽  
Programs Of Study

This paper gives a brief over view of UiTM Penang diploma students preferences of learning styles specifically among those who are undertaking the English language courses. The five types of learning styles - auditory, visual, tactile. group, and individual are examined with the particular objectives of whether gender andthe types of programs taken affect the learning styles of the students. The study also emphasize on the students' results of SPM and UiTM English courses ': whether or not their preferences were affected by their learning styles. Thus, the Chi-square test and reliability test were used to measure the significance and the consistent reliability. The findings Shows that auditory, tactile, and group learning styles were predominantly popular among the students of different gender; programs of study and those who had obtained different grades of their SPM and UiTM examination results. The writers hope that the findings of this study may provide new directions in the teaching of English courses in UiTM.

scholarly journals Family Status and Self-Motivation in Studies

2020 ◽  
Vol 8 (1) ◽  
pp. 124
Author(s):  
Angel Mae Mantica Costaños ◽  
Jerald C. Moneva ◽  
Marsha H. Malbas
Keyword(s):  
High School ◽  
Academic Performance ◽  
Learning Style ◽  
High School Senior ◽  
Family Status ◽  
Chi Square ◽  
Complete Family ◽  
School Senior ◽  
Quantitative Design ◽  
The Relationship

Family can inspire the child to perform well in school. When the students belong to a complete family they can gain more confidence to do the task. Students who have complete family can be encouraged themselves to produce positive learning style in their studies. When the student belongs to a broken family the set of behaviors can be different towards certain task. Using the correlation quantitative design, the study was conducted in the Jagobiao National High School-Senior High Department in which the data were treated with chi-square to determine the relationship between family status and self-motivation. As a result, family status and self-motivation has no significant correlation in studies of any students, self-motivation exist regardless of family status, broken and complete. The motivation of student deals with their innate behavior and attitude to achieve better academic performance.

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