A Study on Preferred Learning Styles of Turkish EFL Teacher Trainees

Autor/inn/en	Inal, Sevim; Büyükyavuz, Oya; Tekin, Mustafa
Titel	A Study on Preferred Learning Styles of Turkish EFL Teacher Trainees
Quelle	In: Australian Journal of Teacher Education, 40 (2015) 3, Artikel 4 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Foreign Countries; Cognitive Style; English (Second Language); Preservice Teachers; Gender Differences; Age Differences; Second Language Learning; Statistical Analysis; Academic Achievement; Cooperative Learning; Measures (Individuals); Comparative Analysis; Predictor Variables; Turkey; Learning Style Inventory + Suchen Sie Ihr Suchwort? Ausland; Cognitive styles; Kognitiver Stil; English as second language; English; Second Language; Englisch als Zweitsprache; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Zweitsprachenerwerb; Statistische Analyse; Schulleistung; Kooperatives Lernen; Messdaten; Prädiktor; Türkei
Abstract	Since people have different ways of perception, levels of motivation, and attitudes towards teaching and learning they consistently differ from each other in their preferences of learning and acquiring knowledge. Therefore, the more instructors understand the differences, the better chance they have of understanding and meeting the diverse learning needs of their students. The present study has been conducted to investigate the Turkish ELT students' learning style preferences in relation to gender and age to see if there is any relationship between achievement and learning style preferences. To perform the aim of the study Wintergerst and DeCapua's (1999) learning style indicator (LSI) was administered on 249 English trainees. To find the male and female students' learning style preference differences separately, t-test was utilized. The result indicated that Turkish students are mostly group-oriented learners and learn best through interacting with other students while learning. Gender also varies according to the three orientation areas under investigation. In the current study, no relation between achievement and learning style has been identified. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01