Students’ Preferences and Learning Styles in Relation to Reading and Writing Strategies at Distance Higher Education

Abstract

The aim of the present descriptive research study is to determine the students’ reading and writing achievement level according to their learning styles, as well as their preferences regarding the reading and writing strategies in English, as a Foreign-Language (EFL) course. This work is a contribution to the debate on the controversial issue about the influence of learning styles on EFL reading and writing skills. The sample for this research was a group of 120 distance-university students (45 males and 75 females) enrolled in an English program. The data-collection instruments used comprised a perceptual learning-style preference questionnaire, reading and writing of online tasks, and a preference questionnaire related to reading and writing strategies, which were planned for the course. The data from the questionnaires and the students’ scores were analyzed statistically. The findings revealed that there is a minimal difference in the EFL students’ reading and writing achievement across four learning styles. In addition, students prefer reading strategies, such as multiple-choice questions, matching exercises, filling the blanks, and answering open questions. As for writing, the learners preferred strategies that include brainstorming, answering multiple-choice questions, matching, filling in the blanks, and answering open questions.

Writing-reading accomplishments onto underlying gaps and bonds as prone to communication skills follow-up

“…Furthermore, reckoning assess-ment criteria in terms of quality, teacher competence, inclusive standards, or the appropriateness of educational models, is key for transition to modern modalities if required. Where curricular strategies should look forward to targeting their learning styles, contributing to educational success (Benitez-Correa et al, 2022).…”

Writing-reading attainments onto underlying gaps and bonds as prone to communication skills follow-up

“…Furthermore, reckoning assessment criteria in terms of quality, teacher competence, inclusive standards, or the appropriateness of educational models, is key for transition to modern modalities if required. Where curricular strategies should look forward to targeting their learning styles, contributing to educational success [31].…”

The Effect of Study Skills on the Academic Performance of Diploma in Accountancy Students of Uitm Sarawak

“…Students who were given a writing task for their reading assignment were found to have a better ability to explain what they had read compared to those who just read and memorize the information (Kim et al, 2021). Reading enhances critical thinking skills and effective communication, while writing skills are a central tool for learners to develop literacy and to express themselves in a way that could not be done in spoken language (Benitez-Correa et al, 2022). Writing is an indicator of good reading, good comprehension of knowledge, and the ability to translate in a manner applicable to the situation concerned.…”