1 research outputs found
The relationship between learning style preferences and language achievement of EFL students in BUSEL
Ankara : Institute of Humanities and Letters of Bilkent University, 1994.Thesis (Master's) -- -Bilkent University, 1994.Includes bibliographical references leaves 56-59.This study aimed at identifying perceptual and
social learning style preferences of EFL students at
BUSEL in order to find out whether good and poor language
learners had different learning style preferences. There
were 100 participants; 70 language learners classified
as good and 30 language learners classified as poor as
determined by their end-of-term test scores. A Learning
Style Preference Questionnaire developed by Reid (1987)
was used to identify perceptual and social learning style
preferences of participants.
The results obtained from the Learning Style
Preference Questionnaire indicated that good and poor
language learners had different learning style
preferences. Good language learners preferred a
combination of perceptual learning styles and favored
individual learning. However, poor language learners
indicated no strong preference for any of the perceptual
learning styles and preferred group learning.
The difference between learning style preferences
of good and poor language learners was tested by a Chisquare
test. There were two questions. The first
question was whether good and poor language learners had
different learning style preferences. The statistical
test showed that there was a significant difference
between the two groups in their preference for perceptual
learning styles (p. < .02281), and for group and
individual learning (p_ < .05254) The second question was
whether there was a relationship between the type of high
school (public or private) students have graduated from
and the learning style preferences of good and poor
language learners. Statistical analysis did not indicate
any statistical difference between the groups.
The results of this study may help raise awareness
of learning styles. This should lead teachers to
consider planning activities and materials to accommodate
classes consisting of students with various learning
styles.Teziç, IşıkM.S