The Effect of Learning Style on the Performance of Students in a Preemptive Focus-­on-­Form Instruction

Abstract

Due to the crucial role of learning styles in language learning, this study aimed at investigating whether different learning styles play a role in a grammar classroom taught based on a preemptive students studying in a state pre-university center were selected as the sample of the study. After determining their learning styles based on Paragon Learning Style Inventory, all of them were taught a grammatical structure based on focus-on-form instruction. The results of the study revealed that the difference in the participants' language performance due to the effect of their learning styles and focus-on-form instruction they received was not statisti-Key words: focus-on-forms, preemptive focus-on-form, learning style, grammar teaching El efecto del estilo de aprendizaje en el rendimiento de estudiantes en una instruccion que previene el enfoque-en-la-forma RESUMEN: Debido al papel crucial de los estilos de aprendizaje en el aprendizaje de idiomas, este estudio se propuso investigar si los diferentes estilos de aprendizaje juegan un papel en clases de gramática enseñada con base en una instrucción que prevenga el enfoque-enla-forma. Para alcanzar este objetivo, 65 alumnas que estudian en un centro pre-universitario estatal participaron en este estudio. Después de determinar sus estilos de aprendizaje basados en Paragon Learning Style Inventory, a todas ellas se les enseñó una estructura gramatical basada en la instrucción enfocada-en-la-forma. Los resultados del estudio revelaron que no efecto de los diferentes estilos de aprendizaje y una enseñanza enfocada-en-la-forma. Palabras clave: enfoque en las formas, el enfoque preventivo en la forma, estilo de aprendizaje, enseñanza de la gramática

Demystifying Perceptual Learning Style Preferences of Vietnamese University Freshmen in English Academic Achievement

“…On the whole, students had high preferences for the group learning style with the weighted mean of 4.01. As students highly prefer working and studying in groups, it is advisable for teachers to design cooperative assignments and classroom activities for students to do their best to learn more (Hallin, 2014;Khaki et al, 2015;Bhattacharyya & Sarip, 2014;Tee et al, 2015;Wong, 2015).…”

“…The prediction of students' academic performance includes the anticipation of certain results in learning. From pedagogical perspective, the success of academic performance accounts for the application and implementation of instructive actions (Hamdani, 2015;Khaki et al, 2015;Almigbal, 2015). Academic performance depends on the application and pedagogical practices by teachers on the interactions between strategies and educational goals (Ahmad, 2011;Komlosi, 2018;Muhtar, 2014;Li, 2012;Wong, 2015).…”

“…In the educational setting, the language knowledge intake of different learners can be the same in first language acquisition, however, when accumulating more languages, students could be influenced by their motivation to study as they could prefer visual, auditory or kinesthetic learning styles. On close investigation into English language learning, the adaptation of teaching methodology and course design are very necessary, this seems to be very challenging for teachers to adjust their teaching styles to match different learners in a classroom (Wong, 2015;Olivosa et al, 2016;Afshara et al, 2015;Komlosi, 2018;Khaki et al, 2015).…”

“…With reference to the related studies, many studies have been conducted to investigate the influence of LSP towards the academic performance (Almigbal, 2015;Bogamuwa, 2017;Magdalena, 2015;Wilson, 2012;Ajideh et al, 2018), gender differences (Bidabadi & Yamat, 2010;Dobson, 2010;Choudhary et al, 2011;Sarabi-Asiabar et al, 2014;Shuib & Azizan, 2015), English language achievement (Afshara et al, 2015;Al-zayed, 2017;Gohar & Sadeghi, 2014;Komlosi, 2018;Moo & Eamoraphan, 2018;Santos, 2017), and teaching instructions (Gilakjani, 2012;Hallin, 2014;Khaki et al, 2015;Olivosa et al, 2016). Given the role of cultural background, the findings of some researches (Wu, 2010;Sywelem et al, 2012) indicate different frequencies of learning style categories which are employed by learners in ESL or EFL contexts.…”

Investigation of higher education students' learning styles and attitudes towards mobile learning according to various variables

“…Kılıç (2002) studies this issue on a different scale and emphasizes that there is no definite relationship between the dominant learning style and the preferred learning activity according to the research findings. Likewise, Khaki, Ganjabi and Khodamoradi (2015) noted that learning styles did not affect students' language learning performances. In another study (Okur and Bahar, 2010), the findings indicate that the academic achievement changes according to the learning style, while the learning anxiety does not change.…”