On the Relationship between Gender and Perceptual Language Learning Styles: The Case of Iranian Academic EFL Learners

Autor/inn/en	Aliakbari, Mohammad; Tazik, Khalil
Titel	On the Relationship between Gender and Perceptual Language Learning Styles: The Case of Iranian Academic EFL Learners
Quelle	In: Educational Psychology, 31 (2011) 6, S.657-674 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2011.592275
Schlagwörter	Foreign Countries; Statistical Analysis; Second Language Learning; Gender Differences; English (Second Language); Teaching Methods; Cognitive Style; Second Language Instruction; Questionnaires; Qualitative Research; College Students; Iran + Suchen Sie Ihr Suchwort? Ausland; Statistische Analyse; Zweitsprachenerwerb; Geschlechterkonflikt; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Cognitive styles; Kognitiver Stil; Fremdsprachenunterricht; Fragebogen; Qualitative Forschung; Collegestudent
Abstract	In the past few decades, research on gender and language learning styles (LLSs) across various EFL/ESL contexts has received remarkable attention. From these studies, a multitude of contradictory and heterogeneous findings has been observed which justify additional research in SLA contexts in general and EFL contexts like Iran in particular. Hence, the present study attempted to explore the relationship between Iranian EFL students' perceptual learning styles and gender. For this aim, a 32-item questionnaire was administered to 105 EFL students at Ilam University, Iran. Results of quantitative research and statistical analysis of findings indicated that both male and female students inclined to be bimodal learners who were visual/non-verbal (V/NV) rather than being trimodal or single learners who were, respectively, visual/verbal/kinesthetic (VVK) and auditory (A). Besides, descriptive analyses of the data as well as the results of Chi-square run for the significance of these differences showed that female learners tended to be more VTK learners. Therefore, it is concluded that gender plays a significant role in EFL students' LLSs in Iran. These findings can contribute to the EFL teachers' understanding of their students' LLSs and can aid in serving essential strategies and teaching methods while confronting students' problems in EFL classes. (Contains 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10