scholarly journals Does Perceptual Learning Style Matching Affect L2 Incidental Vocabulary Acquisition through Reading?

2019 ◽  
Vol 21 (2) ◽  
pp. 102-125
Author(s):  
Sarvenaz Hatami
Keyword(s):  
Perceptual Learning ◽  
Learning Style ◽  
Vocabulary Acquisition ◽  
Control Group ◽  
Reading Group ◽  
Perceptual Learning Style ◽  
Input Mode ◽  
Incidental Vocabulary ◽  
Incidental Vocabulary Acquisition ◽  
Style Preferences

Learning style matching is a neglected factor that may affect the complex process of second language (L2) incidental vocabulary acquisition through reading. The purpose of the current study is to investigate whether there is any difference in L2 incidental vocabulary acquisition and retention through reading when learners’ perceptual learning style is matched to their input mode, mismatched to their input mode, or mixed. The participants were 108 Iranian English as a foreign language (EFL) learners at pre-intermediate levels of English proficiency. Based on their perceptual learning style preferences (visual, auditory, kinaesthetic/tactile, mixed), they were divided into a reading group (consisting of three subgroups: Matched, Mismatched, Mixed) and a control group. The reading group read a graded reader containing 16 target words and then completed immediate and delayed (3 weeks later) vocabulary post-tests. The results revealed no significant differences between the three reading subgroups in terms of incidental vocabulary acquisition and retention. The findings suggest that perceptual learning style matching has no benefits for incidental word learning through reading.

scholarly journals Perceptual Learning Style Preferences of English Major Libyan University Students and their Correlations with Academic Achievement

2021 ◽  
Vol 12 (5) ◽  
pp. 1
Author(s):  
Muftah Hamed ◽  
Abubaker Almabruk
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
Perceptual Learning ◽  
Learning Style ◽  
Significant Relationship ◽  
Teaching Style ◽  
Learning Style Preferences ◽  
Perceptual Learning Style ◽  
English Major ◽  
Style Preferences

Exploring perceptual learning style preferences and their relationships with academic achievement is important to success in teaching and learning language. The aim of this study, therefore, was to investigate the perceptual learning style preferences of Libyan EFL University students majoring in English at Omar Almukhtar University and to check whether there is a significant relationship between students’ perceptual learning style preferences and their academic achievement. A total of 75 fourth year English major students were participated in this study. A self-reporting learning style questionnaire developed by Kinsella (1994) was used to collect data and final semester examination scores were used to determine the average academic achievement for each participant. The findings showed that tactile style was the most dominant learning style among the students followed by auditory style while kinesthetic style was the least favoured learning style. The findings also revealed that there was a significant relationship between students’ learning style preferences and their academic achievement; the strongest correlation (r=0.30, P<.01) was found between the auditory learning style and academic achievement. The findings are discussed in this study with implication for university instructors to identify their students’ perceptual learning style and match them with their teaching style to influence students’ achievement, and deliver their lectures by using different approaches and techniques to ensure that the learning process is effective and efficient for a great number of their students. This study contributed to the EFL field in Libya by providing clear information on students’ learning style preferences and their correlation with academic achievement.

Comparing the Effects of Listening Input and Reading Input on EFL Learners’ Incidental Vocabulary Acquisition

2018 ◽  
Vol 41 (2) ◽  
pp. 169-181
Author(s):  
Le Chang ◽  
Juncai Ma
Keyword(s):  
Information Transfer ◽  
Vocabulary Acquisition ◽  
Low Frequency ◽  
Transfer Task ◽  
Vocabulary Knowledge ◽  
Multiple Choice Questions ◽  
Reading Group ◽  
Incidental Vocabulary ◽  
Incidental Vocabulary Acquisition ◽  
Listening Group

AbstractThis study examined the effects of either listening or reading input on 88 first-year non-English-major Chinese university EFL students’ incidental acquisition in vocabulary form, meaning and production. The students were put into a Listening Group (n = 47) and a Reading Group (n = 41), each of which finished either two listening activities (each consisting of a dialogic text and an information transfer task) or two reading activities (each consisting of a reading text and five multiple-choice questions). The four texts all contained five low-frequency target words which a revised Vocabulary Knowledge Test had shown to be only slightly known by the participants before the activities. The results of the post-tests showed that the Reading Group had general acquisition advantage over the Listening Group in terms of all the three vocabulary aspects, and due to the fact of rich target word contexts and repeated access to the texts, the Listening Group manifested vocabulary meaning acquisition nearly equal to the Reading Group. Overall, the study shows the notably advantageous effects of reading input on incidental vocabulary acquisition, and concerning facilitating vocabulary acquisition through listening, it points out the importance of increasing opportunities for learners to process listening input with rich contextual clues through task repetition.

scholarly journals Saudi EFL Learners’ Perceptual Learning-Style Preferences

2019 ◽  
Vol 5 (2) ◽  
pp. 117
Author(s):  
Alya Khalil ◽  
Mona Sabir
Keyword(s):  
Learning Styles ◽  
Perceptual Learning ◽  
Learning Style ◽  
Saudi Students ◽  
Learning Style Preferences ◽  
Perceptual Learning Style ◽  
Teachers And Students ◽  
Efl Students ◽  
Style Preferences ◽  
Learning Style Preference

Identifying students’ learning styles is advantageous for both teachers and students. Awareness of students’ learning styles allows teachers to plan lessons to reach each student in the classroom by providing proper activities and classroom materials that suit every individual. Furthermore, students can raise their own awareness of the learning process and maximize their opportunities to learn by knowing their preferred learning styles. Using the Perceptual Learning Style Preference Questionnaire, this study aims to investigate Saudi EFL students’ preferred learning styles and explore whether these learning styles are affected by students’ academic majors. The participants were 120 Saudi students at a private college in four different majors. The results show that the kinaesthetic learning style is the most commonly preferred learning style among students of all majors. Based on the findings, pedagogical implications and directions for further research are highlighted.

Reliability of Perceptual Learning Style Preferences of Chronically Mentally Ill Adults

1992 ◽  
Vol 70 (1) ◽  
pp. 307-310
Author(s):  
Terry L. Stawar ◽  
William Stemm ◽  
Susan Truett
Keyword(s):  
Perceptual Learning ◽  
Learning Style ◽  
Mentally Ill ◽  
Sampling Error ◽  
Learning Style Preferences ◽  
Chronically Mentally Ill ◽  
Perceptual Learning Style ◽  
Productivity Environmental Preference Survey ◽  
Style Preferences ◽  
Ill Adults

36 chronically mentally ill adults were administered the perceptual learning style items (auditory, visual, kinesthetic) from the Productivity Environmental Preference Survey. A retest was given 6 months later. Analysis showed that, although the instrument can be reliably scored, content and time sampling error more than account for the variance in these subtests. Self-reported perceptual learning style appears to be a transient phenomenon of limited practical utility in this population.

scholarly journals Relating Perceptual Learning Styles of Engineering Students with Scanning Information in Text Scores

2019 ◽  
Vol 9 (5) ◽  
pp. 257
Author(s):  
Asmara Shafqat ◽  
Najeeb us Saqlain
Keyword(s):  
Learning Styles ◽  
Perceptual Learning ◽  
Learning Style ◽  
Engineering Students ◽  
Teaching Methodologies ◽  
The Public ◽  
Learning Style Preferences ◽  
Perceptual Learning Style ◽  
Style Preferences ◽  
Perceptual Learning Styles

There are numerous factors, which reasonably affect teachers&rsquo; instructions. One of these factors is being aware of the learners&rsquo; learning styles. Shea&rsquo;s work (1983) contributed that there is a strong correlation between learning styles and reading comprehensions. The present study investigated the correlation between Perceptual learning styles and scanning information in text scores. To achieve this, researcher randomly selected 382 undergraduates (male and female) engineering students of the Public sector Engineering University. Learning style survey questionnaire by Andrew D. Cohen, Rebecca L. Oxford, and Julie C. Chi (2001) was employed to examine the Perceptual learning style patterns and learning styles with respect to gender. In addition to this, reading test was conducted based on scanning skill. Pearson product-moment correlation test was applied to examine the correlation between the variables. It was found that a correlation exists between learning styles of engineering students and scanning information in the text. In addition to this, gender does play role in learning style preferences. This result would create awareness among all instructors or teachers the importance of learners&rsquo; unique learning style preferences that consequently affect teaching methodologies in all educational settings.

scholarly journals IDENTIFYING STUDENTS LEARNING STYLE PREFERENCES AT IAIN TERNATE

2018 ◽  
Vol 10 (2) ◽  
Author(s):  
Jumahir Jamulia
Keyword(s):  
Perceptual Learning ◽  
Learning Style ◽  
Teaching And Learning ◽  
Visual Learning ◽  
Learning Preferences ◽  
State Institute ◽  
Learning Style Preferences ◽  
Perceptual Learning Style ◽  
Style Preferences ◽  
Different Characteristics

Students are the unique entities with different characteristics to be paid attention by the teachers in teaching and learning process. Teachers can feed their students based on their unique characteristics. Students learning style is one of the entities which will contribute toward students’ success in learning. This paper is aimed (1) to identify and to prepare information about students’ major perceptual learning style preferences and (2) to identify and to prepare information about students’ minor learning preferences. This research was conducted at State Institute for Islamic Studies (IAIN) Ternate towards 116 students of Shariah Department of academic year 2012/2013 which are chosen purposively as the sample of the research. The data of the research were elicited by using Reid’s (1987) Perceptual Learning Style Preferences (PLSP). The data were analyzed into statistical descriptive by using Microsoft Excel 2007. The finding of the research stated that the students’ major perceptual learning style preferences are visual (mean=40.2). and the minor perceptual learning style preferences are kinesthetic (mean=37.0), individual (mean=36.7), tactile (mean=36.3), auditory (mean=35.8), and group (mean=33.9). The characteristics of students with visual learning style preferences are: (a) The students remember better when they read instructions; (b) The students understand better when they read instructions; (c) The students learn better by reading what the teacher writes on the writing-board; (d) The students learn better by reading than by listening to someone; and (e) The students learn more by reading textbooks than by listening to lectures.

Perceptual Learning Styles Preferences of EFL Students

2018 ◽  
Vol 2 (2) ◽  
pp. 47-28
Author(s):  
Dr. Basher Taher Al-Janash
Keyword(s):  
Learning Styles ◽  
Perceptual Learning ◽  
Learning Style ◽  
Learning Style Preferences ◽  
Perceptual Learning Style ◽  
Visual Style ◽  
Efl Students ◽  
Main Instrument ◽  
Style Preferences ◽  
Perceptual Learning Styles

The present study aimed to identify the perceptual learning styles preferences of a total of 105 students of English as a foreign language. It also aimed to examine the differences in learning styles preferences among the students according to their gender (male/female). The Perceptual Learning Style Preferences Questionnaire (PLSPQ) created by Reid (1985) was used as a main instrument for collecting the data required. For analysing the data collected, the descriptive statistics and the independent-sample T-test have been used. The results showed that tactile style, auditory style and kinaesthetic style are major learning styles for the participants. While visual style, group style and individual style are minor learning styles. The results also showed that there are no significant differences among the students in all learning styles preferences attribute to their gender.

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.

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