An Investigation into the Relationship between Iranian EFL High- and Low-Proficient Learners and Their Learning Styles

Autor/inn/en	Derakhshan, Ali; Shakki, Farzaneh
Titel	An Investigation into the Relationship between Iranian EFL High- and Low-Proficient Learners and Their Learning Styles
Quelle	In: SAGE Open, 8 (2018) 4, (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-2440
DOI	10.1177/2158244018809408
Schlagwörter	Foreign Countries; Language Proficiency; English (Second Language); College Students; Majors (Students); Language Teachers; English Literature; Cognitive Style; Learning Modalities; Personality Measures; Measures (Individuals); Auditory Perception; Visual Perception; Tactual Perception; Kinesthetic Perception; Iran; Myers Briggs Type Indicator; Learning Style Inventory; McCarthy Scales of Childrens Abilities + Suchen Sie Ihr Suchwort? Ausland; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Collegestudent; Language teacher; Sprachunterricht; Englische literatur; Cognitive styles; Kognitiver Stil; Lernumgebung; Messdaten; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Visuelle Wahrnehmung; Taktile Wahrnehmung; Kinaesthetic perception; Ästhetische Wahrnehmung
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01