This research aims to know whether there is a significant difference between reading and listening comprehension scores based on their learning styles; visual and auditory, of the 8th-grade students of SMPN 4 Pallangga Gowa in academic year 2016-2017. This study used quantitative method and causal-comparative design. The instruments of this study included learning style questionnaire, reading comprehension test, and listening comprehension test. Further, it used independent sample t-test to analyze the data from learning styles questionnaire, and reading and listening comprehension scores. Findings of the result reveal that there was no significant difference between students' reading and listening comprehension scores based on two groups' learning styles: visual and auditory. The result shows that sig. values of reading comprehension based on two learning styles, visual and auditory, were 0.592 and 0.594, respectively, which were greater than p-value (0.05). Similarly, the sig. values of two learning style groups in listening comprehension performance were the same, namely 0.954. It means that both sig. values were greater than p-value (0.954> 0.05). Hence, it can be concluded that H0 was accepted and Ha was rejected. Clearly, from the result, it can be said that learning style is not the only one factor affecting students' reading and listening comprehension scores.
The current study set out to find out the relationship between language learners' multiple intelligence abilities and their foreign language achievement. With regard to the above mentioned aim, 112 EFL learners participated in the research. Further, in this study, the researcher made use of the following measuring instruments: 1) the Persian version of McKenzie's Multiple Intelligence (MI) Inventory; and 2) participants' final term scores as the measure of their language learning achievement. Analyzing the data employing some independent-samples t-tests, it was explored that there was a statistically significant difference [t (104) = 2.100, p (two-tailed) =.035] in the mean of verbal intelligence scores of the low and high achievers, which was larger among the high achieving group. Accordingly, it can be concluded that higher achieving EFL learners have a higher verbal intelligence, implying that more proficient EFL learners may be more intelligent 'verbally' than their less proficient counterparts. Moreover, verbal and visual intelligences-with the highest mean scores-were the two mostly used types of intelligences by both high and low achieving groups.
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