The Study on the Teaching of Chinese as a Foreign Language Basic on the Learning Style Preferences and National Personality Between South Korean students and Japanese Students

2017 ◽  
Vol 67 ◽  
pp. 169-181
Author(s):  
Yan Lin
Keyword(s):  
Foreign Language ◽  
Learning Style ◽  
Korean Students ◽  
Japanese Students ◽  
South Korean ◽  
Learning Style Preferences ◽  
Style Preferences ◽  
South Korean Students

scholarly journals Exploring Language Learning Style Preferences of the ELT Graduate Students

2017 ◽  
Vol 4 (1) ◽  
pp. 45-58
Author(s):  
Rumana Rafique
Keyword(s):  
Graduate Students ◽  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Learning Style ◽  
Learning Style Preferences ◽  
Perceptual Learning Style ◽  
Style Preferences ◽  
The University ◽  
Individual Style

The paper aims at discovering the language learning style preferences of the ELT graduate students of the English Department of the University of Dhaka. The paper explores the students’ learning style preferences based on Reid’s (1984) six perceptual learning style categories such as visual, auditory, kinesthetic, tactile, group and individual style preferences. Both quantitative and qualitative data were collected using a questionnaire and interview of the ELT students of a public university in Bangladesh. The results revealed that the ELT students are more or less aware of their own learning styles and the way they learn better. It was found out from the study that majority of the students preferred the auditory style of learning while individual style is the least preferred. The study also brings students’ opinions regarding learning styles in the field of learning ESL (English as a Second Language) or EFL (English as a Foreign Language) to light. The paper then discusses the implications of the findings and offers some recommendations regarding the need to identify students’ learning styles in Bangladeshi classroom.  

scholarly journals The Relationship between Learning Style Preferences and Reading Strategy Use in English as a Foreign Language

2018 ◽  
Vol 34 ◽  
pp. 93-103
Author(s):  
Elżbieta Danuta Lesiak-Bielawska
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Learning Style ◽  
Reading Strategies ◽  
Reading Strategy ◽  
Strategy Use ◽  
Learning Style Preferences ◽  
Task Requirements ◽  
Style Preferences ◽  
The Relationship

The study explored the relationship between learning style preferences and the use of reading strategies triggered during the performance of a reading comprehension assignment in English as a foreign language (EFL). The research conducted drew on the hypothesis that the type of language task activates a battery of strategies that reflect the subject's learning style preferences and the task requirements.

scholarly journals An Investigation Into the Relationship Between Iranian EFL High- and Low-Proficient Learners and Their Learning Styles

SAGE Open ◽  
2018 ◽  
Vol 8 (4) ◽  
pp. 215824401880940 ◽  
Author(s):  
Ali Derakhshan ◽  
Farzaneh Shakki
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Perceptual Learning ◽  
Learning Style ◽  
English Literature ◽  
Efl Learners ◽  
Learning Style Preferences ◽  
Perceptual Learning Style ◽  
Style Preferences ◽  
The Relationship

It is also hypothesized that proficiency level may have a voice with respect to learning styles. Therefore, to throw light on this issue, the present investigation targeted the relationship between Iranian English as a Foreign Language (EFL) learners’ learning styles and their levels of proficiency at Golestan University, Gorgan, Iran. To this end, 120 EFL learners majoring in Teaching English as a Foreign Language (TEFL) and English Literature were randomly selected based on the Rubrics of Common European Framework of Reference (A1-C2) to participate in this study. They were then divided into low-proficient (A2-B1) and high-proficient (B2-C1) learners. The instruments used in this study were an International English Language Testing System (IELTS) Mock exam through which the participants’ levels of proficiency were determined and Reid’s Perceptual Learning Style Questionnaire to identify learners’ perceptual learning style preferences. The questionnaire enclosed 30 statements allocated to each modality based on a five point Likert scale, ranging from strongly agree to strongly disagree. The results of independent samples t-test and Spearman correlation coefficient revealed that there existed some significant relationships between students’ learning style preferences and levels of proficiency. It was found that learners with high levels of proficiency favored Kinesthetic and Tactile learning styles more than other preferences, namely, Auditory, Visual, Group, and Individual learning style preferences. In addition, the low-level students were much inclined toward Visual and Group styles. Regarding the necessity of understanding learners’ different styles, the implications of the study are discussed to consider the importance of individual differences.

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 An Analysis of One Learning Styles Instrument for Language Students

2002 ◽  
Vol 20 (1) ◽  
pp. 16 ◽  
Author(s):  
Ann C. Wintergerst ◽  
Andrea DeCapua ◽  
Marilyn A. Verna
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Learning Style ◽  
Native Speakers ◽  
Reliability And Validity ◽  
Language Teachers ◽  
Esl Teachers ◽  
Composition Students ◽  
Learning Style Preferences ◽  
Style Preferences

Research on learning styles focuses on how students prefer to learn. This study tested the reliability and validity of the authors' newly developed Learning Styles Indicator and explored whether reliability and validity hold true across a population of native speakers (NS) and non-native speakers (NNS) of English. This new Learning Styles Indicator was used to investigate the learning style preferences of three groups of language learners: English as a second language (ESL) students, freshman English composition students, and foreign language (FL) students. The data reveal clear learning style preferences for each of the three groups of learners. The results have classroom implications for ESL teachers, foreign language teachers, and freshman composition teachers.

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