scholarly journals EFL Learning Styles Used by Female Undergraduate Students and Its Relationship to Achievement Level

2018 ◽  
Vol 8 (4) ◽  
pp. 30
Author(s):  
Wafa Ismail Saud
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Students ◽  
Group Learning ◽  
Achievement Test ◽  
Achievement Level ◽  
Saudi Students ◽  
English Achievement ◽  
Visual Learners ◽  
Perceptual Learning Styles

The aim of the study was to investigate the preferred learning styles of undergraduate Saudi students at King Khalid University, Saudi Arabia and to examine the influence of achievement level on the choice of learning styles. A total of 110 undergraduate students participated in the study. They were in their third year of study and were majoring in English. Data was collected by means of a questionnaire and by an English achievement test. Reid’s (1987) questionnaire was used to determine the students’ preferred learning styles. It identifies six learning styles referred to as perceptual learning styles; they are visual learners, auditory learners, kinesthetic learners, tactile learners, group learners and individual learners. An English achievement test was conducted to classify students according to their academic grade. The results showed the preferred learning styles used by undergraduate Saudi students at KKU. The order of the preferred learning styles based on sensory channels was as follows: visual, tactile, kinesthetic and finally the least frequent one was auditory, furthermore, the results revealed that students prefer individual learning more than group learning. Besides that, the findings also indicated that there was no statistically significant relationship between the learning styles and achievement level except with the group learning style which was used by students who got grade Excellent or Very Good. The study concluded by providing some possible implications of the study for English teachers.

scholarly journals Emotional Intelligence and its Relationship to Academic Performance Among Saudi EFL Undergraduate Students

2019 ◽  
Vol 8 (6) ◽  
pp. 222
Author(s):  
Wafa Ismail Saud
Keyword(s):  
Emotional Intelligence ◽  
Language Learning ◽  
Undergraduate Students ◽  
English Language ◽  
Foreign Language Learning ◽  
Study Data ◽  
Achievement Test ◽  
Self Report ◽  
Achievement Level ◽  
English Achievement

AbstractThe purpose of the present study was to provide a description of the emotional intelligence level of Saudi EFL undergraduate students, as well as to examine the effect of emotional intelligence on success in foreign language learning. A total of 80 Saudi undergraduate students from the English Department at King Khalid University participated in this study. Data was collected by means of Schutte Self Report Emotional Intelligence Test (SSEIT), and by an English achievement test. SSEIT questionnaire data was matched with the students’ academic scores in the English language achievement test, and was analysed using SPSS. The findings indicated that Saudi EFL students scored a high level of emotional intelligence. The most popular intelligence subscales they used were “Utilization of Emotion” followed by “Management of Others Emotion” and “Management of Self Emotion” and finally, “Perception of Emotion”. Another finding indicated that two of the four subscales, “Utilization of Emotion and “Management of Others Emotion” were significantly associated with their English achievement level. The implications of the value of emotional intelligence in fostering academic achievement were considerable for both EFL teachers and academic policy makers.  

scholarly journals An Investigation of Learning Style Preferences on the Students’ Academic Achievements of English

2017 ◽  
Vol 7 (5) ◽  
pp. 176
Author(s):  
Norma Nawaf Yousef Al-Zayed
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Group Learning ◽  
Factors Affecting ◽  
Learning Style Preferences ◽  
Academic Achievements ◽  
Visual Style ◽  
Style Preferences ◽  
Perceptual Learning Styles ◽  
The Relationship

This study aims to investigate whether there are any statistically significant correlation between perceptual learning styles and achievement. Raising learners’ awareness regarding their learning styles and preferences, which develops the better understanding of the learning achievement, and help instructors become more conscious of some factors affecting academic achievement. Additionally, the study assists instructors to identify their student’s preferred learning styles that can affect their achievement. Furthermore, no study up to now has been conducted in Jordan which investigates the relationship between the learning styles on the achievement of EFL at the tertiary level. The data was collected through the learning style preferences questionnaire and it was analyzed using statistical techniques, Descriptive statistics showed that: 1). The most preferred learning styles followed the auditory style, group learning style, kinesthetic style and visual style. 2). The finding also revealed that there was no statistically significant correlation between learning style and achievement. Additionally, both showed similar references for kinesthetic and visual styles. Based on these findings, some recommendations have been made.

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.

Survey of Students' Perception and the Influence of Learning Style Preferences on Learner's Intention to Use 3D Visualization Instruction

2016 ◽  
pp. 297-316
Author(s):  
Yu-Hsin Hung ◽  
Ray I. Chang ◽  
Chun Fu Lin
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
3D Visualization ◽  
Intention To Use ◽  
Learning Style Preferences ◽  
Computer Science Pedagogy ◽  
Style Preferences ◽  
3D Representations

3D visualization specifically has been widely applied in a broad range of fields, including computer science, pedagogy, and so forth. 3D visualization instruction has become the essential tool that uses computer programs to generate 3D representations of manmade objects. For users, 3D visualization instruction can be manipulated, altered and efficiently communicated to others, and it is efficient for teaching and learning. The aim of this study is investigating students' perception toward 3D visualization instruction, and the influence of learning-style preferences on learners' intentions to use 3D visualization instruction. We are trying to develop the experiment which undergraduate students participated in this study, the purpose of which was to investigate the utilize 3D visualization instruction access to the single learning style and multiple learning styles. Data mining technology was employed in this study to identify multiple learning styles. The result showed that high visual and high sensing learning style has potential of using 3D visualization instruction.

The use of the learning styles questionnaire (LSQ) in the United Arab Emirates

2016 ◽  
Vol 24 (4) ◽  
pp. 490-506 ◽  
Author(s):  
Darwish Abdulrahman Yousef
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Learning Style ◽  
United Arab Emirates ◽  
Undergraduate Students ◽  
Self Report ◽  
Content Type ◽  
Academic Characteristics ◽  
Learning Style Preferences ◽  
Style Preferences

Purpose The purpose of this study is to examine the use of Honey and Mumford’s (1986) learning styles questionnaire (LSQ) in the context of United Arab Emirates (UAE) higher education. In particular, it aims at exploring the learning style preferences of United Arab Emirates University (UAEU) students using LSQ. It also investigates whether there are statistically significant differences in students’ learning style preferences because of their demographic and academic characteristics. Design/methodology/approach Data were collected from a sample of 1,463 undergraduate students at the UAEU. Descriptive and inferential statistics were used to present the main characteristics of respondents, to explore the learning style preferences of UAEU students and to find out whether there are significant differences in students’ learning style preferences because of their demographic and academic characteristics. Findings Results indicated that UAEU students have strong preferences for the four learning styles. Results showed that about 68 per cent of UAEU students have strong or very strong preferences for the activist leaning style, whereas about 84 per cent have strong or very strong preferences for the reflector learning style, 78 per cent have strong or very strong preferences for the theorist learning style; about 60 per cent have strong or very strong preferences for the pragmatist learning style. Furthermore, there were statistically significant differences in certain learning styles because of students’ demographic and academic characteristics. Research limitations/implications There are a number of limitations associated with this study. First, data were collected from a single university in the UAE. Second, the results are based on a self-report survey and this in turn might affect the reliability of the results. Another limitation is that this study is of snapshot type. Hence, it might not capture the dynamic nature of learning style. On the other hand, it has a number of implications for students, educators and administrators. Originality/value The present study is the first attempt to explore learning styles preference of undergraduate students using LSQ, not only in the content of UAE higher education but also in the Arab world.

Exploring the reliability and validity of the learning styles questionnaire (LSQ) in an Arab setting

2019 ◽  
Vol 27 (4) ◽  
pp. 446-464
Author(s):  
D.A. Yousef
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
United Arab Emirates ◽  
Undergraduate Students ◽  
Item Analysis ◽  
Reliability And Validity ◽  
Educational Settings ◽  
Content Type ◽  
Short Period ◽  
Two Samples

Purpose This study aims to examine the reliability and validity of the learning style construct conceptualized by Honey and Mumford (1986) in educational settings in the United Arab Emirates. Design/methodology/approach Two independent samples from the UAE were used: one comprised 1,463 undergraduate students at the UAE University, and the other comprised 152 undergraduate students at the American University of Ras Al Khaimah. The data were analyzed using Cronbach’s alpha, inter-correlations and confirmatory factor analysis (CFA). Findings Measured by alpha coefficients, the outcomes suggest that the learning styles questionnaire (LSQ) had moderate internal consistency in both samples. The inter-correlations reveal positive (weak to modest) correlations among the four learning styles for both samples, implying a lack of support for the two bipolar dimensions proposed by Kolb. CFA failed to support the four learning styles described by Honey and Mumford. Research limitations/implications This study used only two samples to test the reliability and validity of the instrument. Second, other statistical tools (e.g. test-retest, item analysis) usually used to determine the reliability and validity of instruments were not used. Furthermore, the study was conducted over a short period; nonetheless, it has various implications for researchers, educators and managers. Originality/value This investigation represents the first attempt to assess the LSQ’s reliability and validity in educational settings in the UAE. The findings contribute to the study of learning styles and instruments testing.

Learning Style and Students’ Achievement in Science

2014 ◽  
Vol 7 (1) ◽  
Author(s):  
FRANCIS C. BUSILAOCO ◽  
SHARON R. LAO
Keyword(s):  
Student Achievement ◽  
Learning Environment ◽  
Learning Styles ◽  
Learning Style ◽  
Science Learning ◽  
Survey Questionnaire ◽  
Visual Learners ◽  
Correlational Method ◽  
Significant Bearing ◽  
The Way

Educators assert that students have various learning styles. In most cases, whatis being taught has less impact on learners’ achievement than the way materialsare presented. In other words, learning style makes an important component inthe learning environment. The Learning Style Survey Questionnaire employed inthis study appears to be a viable tool to determine students’ learning style. Thisstudy investigated the learning styles and achievement in science of 288 students.Findings reveal that most of the students were visual learners. Results also showthat the students possessed average competencies in science. Furthermore, resultssuggest that learning style has no significant bearing on achievement in science.Keywords: Science, learning style, student achievement, descriptive correlational method,Philippines

scholarly journals Analyzing the effect of learning styles and study habits of distance learners on learning performances: A case of an introductory programming course

2014 ◽  
Vol 15 (4) ◽  
Author(s):  
Ünal Çakıroğlu
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Programming Language ◽  
Achievement Test ◽  
Study Habits ◽  
Distance Learners ◽  
Introductory Programming ◽  
Learning Style Inventory ◽  
Significant Relationships ◽  
Learning Performances

<p>This study examined the relationships among learning styles, study habits, and learning performances in an online programming language course. Sixty-two sophomore students who enrolled in an online introductory programming course participated in the study. Kolb’s Learning Style Inventory (LSI) was used to measure the students’ learning styles. Another inventory developed by the researcher was used to determine learners’ study habits. An achievement test was used to put forward their learning performances. As a result, significant relationships between learning styles, study habits, and learning performances were revealed. The results present some ideas about distance learners’ learning styles and study habits for instructors who wish to incorporate synchronous courses and support learners.</p>

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