Exploring Perceptual Learning-Style Preferences of English Language Non-Gainers in Computerized Dynamic Reading Assessment

Autor/inn/en	Ebadi, Saman; Goodarzi, Ahmad
Titel	Exploring Perceptual Learning-Style Preferences of English Language Non-Gainers in Computerized Dynamic Reading Assessment
Quelle	In: Reading Psychology, 44 (2023) 1, S.95-115 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ebadi, Saman) ORCID (Goodarzi, Ahmad)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
DOI	10.1080/02702711.2022.2141393
Schlagwörter	Cognitive Style; English (Second Language); Second Language Learning; Reading Tests; Computer Assisted Testing; Reading Comprehension; Foreign Countries; Adults; Iran + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Lesetest; Leseverstehen; Ausland
Abstract	This study presents the results of a sequential explanatory mixed-method approach to investigate the Iranian English language non-gainers of a computerized dynamic reading comprehension test (CDRT) by utilizing a learning style survey. Using an interventionist approach, the researchers used the CDRT software to explore English learners' perceptual learning-style preferences of non-gainers in CDRT. The study participants were selected from among 24 advanced English language learners attending a reading course at a language institute in Iran. The results of Learning Potential Score (LPS) formula categorized six of the participants as non-gainers of CDRT. They were asked to fill out a learning style survey individually and participate in an interview to express their attitudes toward using the software. The findings revealed some common tendencies regarding field-independency, impulsivity/reflectivity, and metaphoric/literal style preferences supported in learners' interviews. In this study, learners' style preferences potentially played an important role in reporting learners' performance; therefore, it is suggested to consider students' learning styles in making decisions about their abilities and disabilities in CDRT. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01